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SURVEY 

of 

The Scranton 
Public Schools 

1918-1920 



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Under Direction of 
The Board of Education 
Scranton, Pennsylvania 



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Class. 
Book 



SURVEY 

of 

The Scranton 
Public Schools 

1918-1920 



Under Direction of 

The Board of Education 

Scranton, Pennsylvania 



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SCRANTON SCHOOL DISTRICT 



24,113 Pupils 688 Teachers 76 Buildings 

NINE DIRECTORS ELECTED AT LARGE 
Educational Committee Building and Supplies 

Finance Committee Medical Inspection 



$102,044,170.00 Assessed Valuation. 

16 Mills Tax Rate. $1,930,706.72 Annual Receipts, 
Including Appropriation from State. 

$3,200,000.00 Value of School Property 



Supt. of Buildings and Supplies, Secretary, Treasurer, 
Stock Clerk, 75 Janitors, 3 Firemen, Supt. of Repairs, 

Engineer, Assistant, 5 Carpenters, 2 Handymen, 2 Helpers 
5 Steam Fitters, Electrician, Truck Driver 



Chief ^ledical Inspector, 20 Assistants, 4 Nurses 

1 Dentist, 2 Dental Hygienists 

Chief Compulsory Education, 4 Assistants 

Tax Collector, Attorney. 



SUPERINTENDENT OF SCHOOLS 

Supervisor of Primary Grades, Supervisor of Kindergartens, 

2 Supervisors of Music, i3 Kindergartens — 1266 Pupils 

3 Supervisors of Drawling, Supervisor of Penmanship, 

3 Grade Teachers of Sewing 
42 Grade School Principals, 505 Teachers. 20,620 Pupils 



1 Prin. Central High School 1 I'rin. Tech. High School 

1 Librarian, 1 Lab. Asst. 31 1 Librarian, I Lab. Asst. 42 

Teachers Teachers 

1287 Pupils 1362 Pupils 

1 Prin. Evening T. H. S. 1 Supr. Grade Night School 

27 Teachers. 1 Asst. Supr. Gr. Nieht School 

1231 Pupils "56 Teachers, 790 Pupils 

2 Ungraded Classes, 32 Pupils 

1 Prin. Continuation School, 11 Teachers. 1551 Pupils 
73 Total Teachers Hieh School. 2649 Total Pupils High School 
73 Total Teachers Night School. 2021 Total Pupils Night School 

^liscellaneous, 15 Grade School Libraries 
4 ^Manual Traininp- and Domestic Science and Art Centers 
8 Teachers^ 2937 Pupils for 7th and 8th Grades 
Lia^ARY OF CONGrcT^c 



BOARD OF SCHOOL DIRECTORS 

William J. Smith, President. 

George B. Carson 120 S. Main Ave. 

Dr. Thomas B. Rodham 1820 N. Main Ave. 

Mrs. Alfred E. Connell 1128 Vine St. 

John H. Williams 10 Lackawanna Ave. 

W. J. Smith 1131 West Elm St. 

Dr. S. p. Longstreet 511 N. Washington Ave. 

William C. Bruning 313 N. Hyde Park Ave. 

Dr. J. W. Jones 146 S. Main Ave. 

Mrs. E. W. Gearhart 912 Vine St. 

COMMITTEES 
Education — Mrs. A. E. Connell, Chairman ; W. C. Bruning, Dr. 

S. P. Longstreet, John H. Williams, Dr. T. B. Rodham. 
Building and Supplies — George B. Carson, Chairman ; Mrs. E. 
W. Gearhart, John H. Williams, Dr. S. P. Longstreet, Dr. 
T. B. Rodham. 
Finance — Dr. S. P. Longstreet, Chairman ; George B. Carson, 

W. C. Bruning, Dr. J. W. Jones, Mrs. A. E. Connell. 
Mine Cave — W. C. Bruning, Chairman ; John H. Williams, Mrs. 

E. W. Gearhart. 
Medical Inspection — Dr. T. B. Rodham, Chairman; Dr. J. W. 

Jones, Mrs. E. W. Gearhart. 
Sinking Fund Commission — Dr. S. P. Longstreet, Chairman; 

W. C. Williams, W. J. Smith (ex-officio). 
Teachers' Retirement Fund — Dr. J. W. Jones, Mrs. Alfred E. 
Connell, George B. Carson. 

JOHN D. HUGHES, 

Secretary of the Board, 

Administration Building. 

W. C. WILLIAMS, 

Treasurer, 

Administration Building. 

S. E. WEBER, Ph. D., 

Superintendent of Schools, 

Administration Building. 

GEORGE E. HAAK, 

Superintendent of Buildings and Supplies, 

Administration Building. 

DR. W. E. KELLER, 

Chief Medical Inspector, 

Administration Building. 

Regular Meetings of the Board, Second and Fourth Monday of 

Each Month at 8 :00 P. M. 

4 . 




■«»il.HI IIIIR 



(^^PUBLIC SCHOOLS. 

I ■ I PAR0CH1AL'"'PRIVATE i«M0OL5. 

SCHOOL nSTRICT 



SCBANUSV 



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SCHOOL BUILDING PROGRAM 

Scranton, Pennsylvania 
To the Members of the Scranton Board of School Directors. 

Ladies and Gentlemen : 

You are fortunate in having the privilege to provide for the 
children of Scranton more and better buildings, more playground 
area, and more modern educational advantages. No large program 
along these lines could be undertaken during the period of the 
War. Now, that the War is over, immediate steps should be taken 
to place Scranton in the first rank of cities in the provision made 
for the education of her children. To do this will require an esti- 
mated expenditure of $2,500,000. By reason of the increased 
cost of operating the school system with its present educational 
facilities, funds for permanent improvement and extension of the 
school plant should be sought through the right to issue the re- 
quired school bonds, such right first to be approved by a direct 
vote of the people. 

The people of this city should be fully informed of its edu- 
cational needs and should be given the chance to share the pro- 
gram for its educational advancement. A city whose people are so 
financially able and loyal that they subscribed $51,535,000 for 
War Loans, and so generous that they gave $1,540,621 (Salvation 
Army, $83,000; Jewish Relief, $75,000; Knights of Columbus, 
$150,000; Y. M. C. A., $105,000; Welcome Home, $20,211; Y. 
W. C. A., $24,500; United War Work. $441,453; Red Cross, 
$641,457) for various War and after-the-War drives will undoubt- 
edly respond with even greater fervor in the making of a perma- 
nent investment which directly afi^ects the welfare of their chil- 
dren and the future welfare of the community. 

What are Scranton's Educational Needs ? 

1. A desk for full time for every pupil, from the kindergarten 
through the high school, in a well-lighted, well-heated, well-ven- 
tilated room. 

2. A normal enrollment of pupils for each teacher. In no 
case should such enrollment exceed forty (40) pupils. 

3. A sufficient number of rooms for the instruction of pupils 
whose mental ability prevents them from profiting by the instruc- 
tion given to a group of normal children. 

4. A sufficient number of manual training and domestic 
science centers to accommodate all 6th, 7th and 8th grade pupils 
one-half day each week. 



5. Ample playgrounds, recreation rooms, gymnasiums and 
auditoriums to meet the needs of the several sections of the city. 

The present population of Scranton is estimated at 150,000 
Chart I shows the total school population of the city to be ZZ,273. 
Estimating the total population, as is customary, on the basis of 
a 5 to 1 proportion, an estimated total population of 150,000 is 
quite conservative. The city's growth since 1910, when the official 
census placed the ])opulation at 129,867. promises a continuance 
of the same in the future. 

CHART 1. 



Census o| Chi loir en between O ond I 6 yeor-s. 

Thi 5 Census taken each year Csi nee I9IZ )between 
Moy and September by At-tendonce off fcera. 

House to house canvass. 




912 



914- 



1915 



I9I6-I 



1917-i 



918-1 



919-f 



32 816 



i 33,009 



Chart I also shows a consistent growth in school population 
since 1912, with slight variations in 1913 and 1917. Within a 
period of six years the school population has increased from 
31,094 to 33,275, or 6.6%, or 1.1 7^ each year. It is to he regretted 
that the school census records are not availahle hevond the year 
1912. 

CHARTU. 



Total Public School Enrollment 
5cranton, Pa. 



Enrollment 



poo Z4 OOP 



1908 19091 EO.ne 



1909 1910 

1910 191 I 
191 I 1912 

1912 1913 

1913 1914 

1914 1915 

1915 1916 

1916 1917 
19 17 1916 
1918 1919 




236:. 2 




124 033 



Chart 11, dealing with the enrollment in the pul)lic schools 
from the years 1908-1909 to 1918-1918, is equally illuminating. 



Within a period of ten years the enrolhnent in the pubUc schools 
has increased from 20,116 to 23,619, or 3,503 pupils, an increase 
of \2y2%, or \yl% each year. The slight decrease in enrollment 
since 1916 may be traced directly to the closing of the Lafayette 
(No. 16) School building and the erection of St. Joseph's Paro- 
chial School building. 

For the instruction of pupils in the kindergarten and in the 
grades the following buildings are in use : 

2 — One-room. 
4 — Two-room. 
1 — Three-room. 
9 — Four-room. 
2 — Five-room. 
2 — Six-room. 
1 — Seven-room. 
3 — Eight-room. 
3 — Nine-room. 
6 — Ten-room. 
5 — Eleven-room. 
4 — Twelve-room. 

1 — Thirteen-room. 
5 — Four teen-room. 
4 — Fifteen-room. 

2 — Sixteen-room. 

56 — 483 rooms, or an average of 8.6 rooms per building. 
In these buildings there are 32 basement rooms in use. 
In addition to the foregoing there are in use : 
20 portables 

2 one-room buildings — rented 
1 three-room building — rented 

One can see at a glance that 56 grade buildings for an en- 
rollment of 20,000 kindergarten and grade pupils is more than 
twice the number of such buildings Scranton really needs for con- 
venience, economy of construction, of heating, lighting, janitor 
service, administration and supervision. With 28 buildings to ac- 
commodate 20.000 pupils Scranton could operate its grade schools 
with an annual saving of approximately 33 1/3%. This statement 
can easily be verified l)y comparing the cost of operating one of 
the large buildings with two or three of the smaller ])uildings ac- 
commodating the same number of pupils. A random selection of 
buildings for comparison seems to indicate that the average annual 
saving is probably above 33 1/3%. 



COST OF MAINTENANCE— COMPARING SCHOOLS. 

Number of Rooms 4 4 8 16 16 

Kosci- 

School Phillips usk'O Grant Wm. Penn 

No. 22 No. 44 No. 21 Total No. 40 

Electrical Repairs... $ 4.88 $ 6.08 $ 10.73 $ $ 16.81 

General Repairs Average jgg 59 18532 152.41 182.57 

Heating and Ventil ^ ^°^ 

ating 5 r*^^ 174.19 6.02 48.74 223.39 

Plumbing 8.33 2.96 18.84 6.95 

$ 373.99 $ 200.88 $ 240.72 $ 815.59 $ 429.72 
**1912-13; 1913-1914; 1914-1915; 1915-1916; 1916-1917. 

Janitors' Supplies — (Aver- 
age for 5 years ) 18.55 16.16 33.45 68.16 49.74 

*Coal 195.54 170.53 275.21 641.28 422.53 

Janitor Service — Cost in 

June, 1916 600.00 600.00 900.00 2,100.00 1,200.00 

Total $3,625.03 $2,101.99 

Supervision 490.00 966.00 1,240.00 2,696.00 1,716.00 

Grand Total $6,321.03 $3,817.99 

Increase in cost of maintaining and operating three smaller buildings 
with same number of rooms as one larger building, $2,503.04, or 65% (plus) 
of cost of larger building. 

*Year 1914-1915 omitted — average for four years. 

$2503.04 a year for ten years would mean a saving of $25, 
030.40 on the four buildings involved. $2503.04 would enable the 
school district to retire a $1000 five per cent, school bond each 
year and pay the interest on $30,000 worth of school bonds each 
year, besides. 

These comparisons are not made with a view to criticize what 
has been a customary practice in most cities in erecting school- 
houses, but with a view to prevent the continuance of such an un- 
economical practice in the erection of future school buildings. 

In the buildings provided there has been consistent progress 
in equipping them with modern heating, ventilating and sanitary 
systems. I do not believe the care and oversight given them is ex- 
celled anywhere in the United States. But the erection of perma- 
nent buildings has not kept pace with the enrollment. This state- 
ment is supported by Chart III, based on a detailed statement com- 
piled from the official records, and on the following facts : 




1. 2400 high school pupils on part time. 

2. 1128 grade pupils are on part time. 

3. 800 grade pupils are housed in portables. 

4. 1280 grade pupils are housed in basement rooms. 

5. 11,100 grade pupils are in rooms with an average of more 
than 40 pupils to the teacher. Among 500 grade teachers these 
rooms are diitributed as follows : 



10 



41-44 45-49 50 & more 
Pupils Pupils Pupils 

Central City and Petersburg 28 29 10 

Providence and Green Ridge 28 25 13 

Hyde Park 19 41 15 

South Side and Bellevue 20 20 14 

95 115 52 

STATEMENT OF ROOMS ADDED THROUGHOUT DISTRICT 

SINCE 1910. 
(Not Including Rooms for Special Activities) 

In 1910— 

Rooms Cost 

Audubon (No. 42) School 8 $ 47,977.88 

No. 26 Annex (Now Kosciusko, No. 44) 4 7,351.64 

12 $ 55,329.52 
In 1911— 

Grant (No. 21) School 8 $ 31,908.60 

Lincoln (No. 14) Anne.x 8 48,251.94 

Lowell (No. 43) School 8 51,599.46 

Washington (Adm. Building) 12 168,614.13 

36 $300,374.13 
In 1912— 

Betsy Ross (No. 46) School 3 $ 16,133.74 

William Penn (No. 40) School 1 352.00 

Audubon (No. 42 School) 2 800.00 

6 $ 17,285.74 
In 1913— 

Jackson (No. 17) Portable (Now No. 18) 2 $ 2,500.00 

Washington Irving (No. 12 School) 1 79.20 

3 $ 2,579.20 
In 1914— 

Jefferson (No. 25) Annex 8 $ 64,930.35 

Whittier (No. 2) School 1 600.00 

Webster (No. IS) School 1 120.00 

S. F. B. Morse (No. 20) (Now No. 41 .Annex).... 1 65.00 

Prescott (No. 38) School 1 675.00 

Robert Morris (No. 27) Port 4 5,919.00 

George Bancroft (No. 21) Annex 2 7,791.46 

18 $ 80,100.81 
In 1915— 

Lowell (No. 43) School 2 $ 4,265.00 

John Marshall (No. 41) 3 600.00 

Horace Mann (No. 29) 2 686.90 

Bryant (No. 13) School 1 68.00 

Eli Whitney (No. 6) School 2 125.00 

Whittier (No. 2) Portable 1 "J 

Jackson (No. 17) Portable (Now at No. 21) 1 f 

Hamilton (No. 19) Portable 1 / 

S. F. B. Morse (No. 41 Annex) 2 ) 7,000.00 



16 



11 



$ 12,744.90 



In 1916— 

Pastorius (No. 3) School 1 $ 154.92 

Lincoln (No. 14) Annex 1 200.00 

Emerson (No. 34) Portable 1 1 

Kosciusko (No. 44) Portable 1 j 2,640.00 

Andrew Jackson (No. 17) Annex 8 53,135.02 

U. S. Grant (No. 21) Church 1 2,000.00 

13 $ 58,129.94 

In 1917— 

Garfield (No. 11) School 1 $ 470.00 

Bryant (No. 13) School 2 1,400.00 

Benjamin Rush (No. 24) School 1 480.00 

Whittier (No. 2) Portable 2 

Sumner( No. 18) Portable 2 

Patrick Henry (No. 23) Portable 2 

Kosciusko (No. 44) Portable 1 

McKinley (Snooks Addition) Portable 1 J 10,500.00 

12 $ 12,850.00 

In 1918— 

Stephen Girard School ( No. 26) 1 495.00 

In 1919— 

Audubon (No. 42) Portable 2 3,675.00 



Grand Total 119 

Average per year 11.9 



$543,564.24 
$ 54,356.42 



I have yet to find anyone who will argue for either the base- 
ment room or the portable as more than an expedient to meet a 
temporary emergency. 

From the data thus far submitted it is apparent that the con- 
gestion in the Scranton schools affects 16,600 pupils out of 23,000 
pupils, and that is is not confined to any particular section of the 
city. 

Today, 3850 pupils are in the first grade of our public schools ; 
2169 are in the sixth grade, 1700 in the seventh grade, 1100 enter 
high school ; 300 will be graduated during the year. Eliminating 
those who are repeating the work of the first grade, these figures 
mean that out of every 100 pupils, about 40 enter high school; of 
these 40, 10 remain to be graduated, or about one out of every 
10 of the original 100. 

What is the significance of these figtires? 

1. Educational opportunity for the great body of our boys 
and girls shottld be richly provided during the elementary school 
period. Large numbers of them drop out after completing the 
work of the first six grades and after reaching the age of four- 
teen, the requirements set by the compulsory school law. 

2. There should be fewer pupils leaving school before com- 
pleting a high school course. 



12 



One of the brightest spots in the educational development of 
Scranton's public schools is the growth of its high school enroll- 
ment. Compare the enrollment of 470, when the Central High 
School first opened its doors, with last year's enrollment of 2,419 
in the Central and Technical High Schools. In 22 years the high 
school enrollment has increased 414%. Chart IV also shows an 
increased enrollment of 66% (plus) in the last ten years and an 
increase of 2o% (plus) since the inauguration of the eight-grade 
elementary school plan and the semi-annual promotion plan. 

CHART nZ". 



Hiah School Enrol Iment by Years- 




1896-1897 

1897- 189( 

1898-18991 

1899-19001 

1900-1901 

1901-190 

\90Z-130 

1903-1904 

1904-19051 

1905-19061 

1906-190 

1907-190 

1908-19091 

1909-1910 

19(0-191 

1911-191 

1912-1913 

I9I3-I9I4 

I9I4-I9I5I 

I9I5-I9I6 

1916-19 

19I7-I9I& 

I9I8-I9I9 



13 



CHART V 




Chart V is a graphic study of the enrohments in the two high 
schools since the opening of the Technical High School in 1905. 
The growth of the Technical High School has heen rapid since 
1910. Very little variation is found in the Central High School 
enrollment up to the year 1915, when the Commercial Course was 
reintroduced. This was done to equalize the attendance in the 
two schools and somewhat relieve the congestion found in the 
Technical High School which has been obliged to operate a double 

14 



session since 1913-1914. The introduction of the Commercial 
Course in the Central High School has necessitated the operation 
of a double session in the Central High School, also, since 1915- 
1916. A comparison of Charts IV and V clearly indicates that 
the Central High School has had more pupils since 1915-1916 
ihan were enrolled in the Central High School when the Technical 
High School was erected in 1904. The need for relief now is 
just as great as it was in 1904. 

On account of the crowded conditions in both high schools the 
pupils in the Senior, Junior and Sophomore classes attend from 
8:30 a. m. to 1 :00 p. m. The Freshman pupils attend from 1 :15 
p. m. to 5:15 p. m. All high school pupils have an intermission of 
20 minutes. This arrangement permits a 4-hour school day 
for the morning sessions and a 3 2/3-hour school day for the after- 
noon session, to be devoted to recitation and study. 

The normal number of high school recitations is four and the 
normal number of study periods is two each day. Allowing five 
minutes for the exchange of classes, there are available for each 
high school pupil four thirty-five minute recitations and two thirty- 
five minute study periods. 

^^'hat rooms are available for the purpose of studying in the 
high schools ? 

With the exception of two classroom groups in the Technical 
High School, pupils in the morning session have to be distributed 
in rooms where other groups are reciting. Is the environment 
conducive of good residts in study? 

In the Central High School the pupils are congregated in the 
auditorium during the study periods. They represent all classes 
in the morning session. Several teachers are in charge during 
each study period. The group is a miscellaneous group. The only 
function the teachers in charge can perform is to see that order is 
maintained. Helpful directed study is impossible. For the time 
being the teacher assumes the role of a proctor or monitor. 

The regular minimum high school day in the country at large 
is six hours. Scranton's boys and girls are deprived of two hours 
of high school instruction each day, or one-third of the time to 
which they are entitled. On the basis of a normal school day 
every pujMl in the Scranton high schools attends 6 2/3 months in 
a ten month's term. The logic of the practice would lead one to 
argue for a term of 6 2/3 months and a longer school day with 
longer periods of recitation and directed study as preferable to 
the present situation. 

iVlost of the four hours is spent in reciting lessons. There is 
little opportunity for the preparation of lessons in school under 
the teacher's direction in the art of preparing a lesson. Three out 
of the four subjects pursued by high school pupils should be pre- 

15 



pared in school under helpful guidance. In the present situation 
high school pupils, for the most part, get their lessons as best they 
can outside of school hours. Who is to see to it that they set 
aside a definite time at home for the preparation of lessons ? How 
many of them have suitable places for study at home? Who is to 
aid them in their preparation of lessons? Not one in ten parents 
is in position to lend any assistance. Furthermore, it is the busi- 
ness of the school, and not that of the home, to teach. That is 
why teachers are employed at public expense. But teachers can't 
teach most effectively, and, what is more important, they can't 
teach pupils how to master the contents of a book if they are not 
given the time necessary. In consequence, as many as 20% of the 
pupils in some of the high school classes fail to pass the term's 
work. Here is an economic waste and what is far worse, every 
failure becomes a means of discouragement to pupils to continue 
in school. 

Another element that will affect the time at the disposal of 
high school pupils for recitation and study is the passage of Act 
No. 370, by the last Legislature, requiring the inauguration of a 
course in physical training. Setting aside a period each day for 
instruction in physical training will curtail the time now set aside 
for study. 

One of the most important factors to be considered in the 
school life of the pupil is the personal influence of the teacher. 
Under the present handicap of time high school teachers can wield 
little personal influence over the pupils because they have no op- 
portunity to know them, and that during the adolescent period of 
the pupil's development when the teacher's influence should count 
most. 

You are undoubtedly interested in knowing that the require- 
ments of the Smith-Hughes Vocational Law requires a six-hour 
school day and that on account of the enforced four-hour day in 
the vocational courses of the Technical High School the Scranton 
School District will not benefit by an annual appropriation of 
$5000 from the National Government. Meeting the requirements 
set by the Smith-Hughes law is a reasonable expectation for the 
Board to hope to realize. It would standardize the vocational 
courses in the Technical High School and would enable the dis- 
trict to secure an amount of money which would pay the interest 
on an issuance of $100,000 worth of 5 per cent, bonds. 

How is the situation in the two high schools to be changed? 

In the Central High School crowded conditions can be par- 
tially relieved by adding six rooms to the northwest end of the 
building. The auditorium should be enlarged and improved by 
extending the stage to the northern line of the lot, by the addition 
of a balcony, and by remedying the acoustics. To safeguard the 

16 



health of the pupils to the best advantage a modern lunch room 
should be established and a gymnasium of ample size should be 
built. 

ESTIMATED COST $177,700.00 

Est. Cost 

Land $ 30,000.00 

Six Class Rooms 72,000.00 

Equipment tor same 2,700.00 

Enlarge Auditorium 30,000.00 

Add Gymnasium 30,000.00 

Equipment for Gymnasium and Lunch Room 13,000.00 

$177,700.00 

Congestion in the Technical High School can be partially re- 
lieved by an addition to the main building containing twelve class 
rooms for academic work and an addition of six rooms to the 
manual training building. The rooms on the ground floor should 
be so planned as to make provision for a lunch room, and rooms 
for laundry, printing press, electric wiring, automobile repairing, 
sheet-metal work and concrete work. 

The pupils in the Technical High School are entitled to more 
locker rooms. Congestion in the locker rooms is well nigh intoler- 
able. One needs only to visit the Technical High School during 
the period of intermission to be convinced. 

The friends and patrons of the Technical High School several 
years ago presented to the School Board a petition signed by thou- 
sands of taxpayers, for an auditorium and a gymnasium. The 
petition is based on reasonable grounds. When our neighbors — - 
Wilkes-Barre, Nanticoke, Hazleton, Bethlehem, Allentown, Bing- 
hamton — and countless other cities with less population than 
Scranton, provide these facilities, it would seem that Scranton 
would delay these educational necessities no longer. 

ESTIMATED COST $372,400.00 

Land $ 30,000.00 

Twelve Class Rooms 120,000.00 

Equipment for same 5,400.00 

Auditorium 77,700.00 

Gymnasium 29,600.00 

Six rooms — Smith Manual Training 66,000.00 

Equipment for Gymnasium and Lunch Room 13,000.00 

Equipment for Auditorium 10,000.00 

Equipment for special rooms — Smith Manual Training 

School 12,000.00 

Additional Equipment for Boiler Room 8,700.00 

$372,400.00 

Additional relief for both high schools is contemplated in 
the recommendations submitted for solving crowded conditions in 
Hyde Park. 

17 



CMAKT Yr. 




An examination of Chart VI shows the growth of enrohment 
in the grade schools by districts since the school year 1908-1909. 
In the several districts Hyde Park heads the list with an in- 
crement of 757 pupils. The increases in grade school population 
are given in the order of their growth: 



18 



CHART YR. 
Centrol City and Peier^bura. 



SCHOOLS 



100 pupil 5 zoo 



W////A 7777777 //////A V77A 



/\dini 



Fulton 



Modi5on 




y///////. '////7// ///////. "ZZZA^X B. rrr. 



wmm 




f\dovr\b 



V/////,Y77A 



V 77777 y 777 77/ / 77/7 7/ /7//77, 



Taylor g 



Franklin ^^^^^^^^^^ 



V77777yV7777777777777y 7777777? 



7ZZZZZZ2 



Prescott K///////^^^^^^^-'^^^^^^^^^^^^^//////^-"! ^^ 



Muhlenbera 
MuhlenberoiAij|||l 



7/////AV777777 



Audubon ^^ 
McKinley 



^//^//// 



W7Z7ZZZ7Z7ZZZZZzm-ip^ria^\^^ 



Seating Capacity 
Enrollment 




303 Children on half time- 



Hyde Park 757 

Providence 506 

South Side 41.^ 

Central City 133 

Bellevue 119 

Green Ridge 55 

Total 1983 



19 



CENTRAL CITY AND PETERSBURG 

With the exception of the Muhlenberg (No. 5) School, the 
John Adams (No. 4) School and the Adams Annex, every grade 
building in the Central City and Petersburg is overcrowded. Chart 
VII indicates the extent of such overcrowding : 28 teachers have 
between 40 and 45 pupils ; 29 teachers, between 45 and 50 pupils, 
and 10 teachers more than 50 pupils. Chart VII also shows the 
use of basement rooms in the Fulton (No. 9) building, and in 
the Prescott (No. 38) building, and a double portable annex to 
the Audubon (No. 42) building. 

The John Adams (No. 4) Annex is a rented three-room 
building. 303 children are on half-time ; 

139 in the Washington (Administration) Building. 
93 in the Robert Fulton (No. 9) Building. 
71 in the James Madison (No. 33) Building. 

Half of these little folks attend school for a continuous ses- 
sion from 8:30 A. M. to 12:30 P. M. The other half attend for a 
continuous session from 1 P. M. to 5 P. M.; 8:30 A. M. is too 
early for small children to come to school, and a continuous session 
of four hours is too great a strain on them. During the shortened 
period of daylight in the winter months the pupils in the afternoon 
session are obliged to work with artificial light. 

Every pupil in a room with more than 40 children and every 
pupil on half-time is deprived of a fair chance to get an educa- 
tion. The country at large has set the maximum number of pupils 
per teacher at 40. Some of the most progressive cities have low- 
ered the maximum to 35. The day will come when that number 
will be reduced to 30. Our records show that the great majority 
of pupils never enter high school. For them the elementary 
school alone contributes to their education. In consequence, the 
conditions for acquiring an education in the elementary grades 
should be the best obtainable. 

Recommendations 

1. More suitable quarters should be found for the pupils at- 
tending the John Adams (No. 4) Annex. 

2. The basement rooms in the Robert Fulton (No. 9) Build- 
ing and the Prescott (No. 38) Building should be abandoned. 

3. On account of lack of playground, of sanitary conveni- 
ences, of adaptation of arrangement of rooms, the presence of 
double street car tracks on two sides of the grounds, and length of 
service, the James Madison (No. 33) Building should be sold. 

20 



This building has had continuous service since 1887. It is an- 
tiquated. To replace the present building and to relieve the 
crowded conditions in the Central City schools a modern 24-room 
building, exclusive of shops, should be erected in the Central City. 

ESTIMATED COST $402,300.00 

Land $ 75,000.00 

Twentv-four class rooms 240,000.00 

Auditorium 44,800.00 

Equipment for class rooms 10,800.00 

Gymnasium 22,300.00 

Equipment for gymnasium and auditorium 5,400.00 

Equipment for Dom. Sci. and Man. Tr 4,000.00 

$402,300.00 

The Audubon (No. 42) School is located in a section whose 
population is increasing rapidly. A double portable provides tem- 
porary relief. Seven out of the eight rooms in the main structure 
have more than 40 pupils enrolled. 

Recommendation 

A permanent annex, containing six rooms and a combined as- 
sembly and recreation room should be added. 

ESTIMATED COST $105,700.00 

Purchase of land $ 20,000.00 

Six class rooms 60,000.00 

Equipment for same 2,700.00 

Assembly and recreation room 17,000.00 

Equipment for same 6,000.00 

$105,700.00 

GREEN RIDGE— CHART VI 11 

ReCOM MENDATION. 

The Robert Morris (No. 27) School .should be extended by 
an addition of four rooms. The grounds are available and the 
building is of such type as will lend itself easily to further exten- 
sion. The new heating system contemplated would naturally fit 
into this plan. The two double steel portables can be tised to 
much better advantage as rooms for such special activities as 
manual training and domestic science. 

ESTIMATED COST $77,800.00 

Land $ 4,000.00 

Add four class rooms 40,000.00 

Equipment for class rooms 1,800.00 

Auditorium with recreation room 16,800.00 

Replacing heating system — old building 15,200.00 

$ 77,800.00 
21 



CHAKTYm. 

Providence and Green Ridge 



5CHOOL5 



pupils loo 



Oronf 



^^^^^.'Z^'^^.^^^^^.^Z^Z^.^ 



ZportobI 



eslChurch /\nriet 




-Iport 



ibie 



WZZZZ.7ZZA 

W7777. V// /////// //M a B.rm 



Girard 



"ZZZZZZZZZZZIZZZZZ/TZM^-x 



g 



B, 



Lonafellow ^^^^^^^^ ^^^^^"^^/^^ 



Err.er5on ^^ 

~////}//////y///77M 




Cooper 

Pg^^ y/////// ///// { // ///\//////){//////X////// 2^ 3B.rms 




1*1 porf-oble 

Sealing Capacity V/////////////Z}^ 
mrollnnent "^^^""■^^" 



^o^^,5 Y/////)(////////////Y/////\///7ZW^W/, 
Morris /An.B 



I 3 steel portables 



PROVIDENCE— CHART VIII 

Relief is urgent in the Kosciusko (No. 44) School. One 
portable is used by the third grade with an enrollment of 46 pupils. 
The rooms in the main building have the following enrollment : 
Fourth grade, 48 pupils; 2nd grade, 59 pupils; lA grade, 45 
pupils; IB grade, 43 pupils. 

The Stephei Girard (No. 26) School is equally crowded. In 
this building there is but one room with a normal attendance, 



22 



grade 2B having 38 pupils. The other rooms have the following 
enrollment: 6A&B, 55 pupils; 5A&B, 48 pupils; 4A and 5B, 50 
pupils ; 4A&B. 50 pupils ; 3A&B, 53 pupils ; 2A and 3B, 49 pupils ; 
lA&B, 53 pupils; IB, 50 pupils. 

ReCOM MENDATION 

These two schools should be relieved by the addition of a 
6-room annex, including a combined recreation and assembly room 
to the Kosciusko (No. 44) Building. 

ESTIMATED COST $66,700.00 

Add six rooms to wooden building with combination 

auditorium and recreation room — sliding doors $ 60,000.00 

Equipment for six rooms and auditorium 6.700.00 

$ 66,700.00 

The other section of Providence that should be provided for 
is the vicinity of the U. S. Grant (No. 21) School and the Grant 
Annex. In both buildings there are but two rooms with a normal 
enrollment. A double portable and a church annex are in use. 
This is a rapidly growing community. In addition to the con- 
gestion in this section, the three basement rooms in the William 
Penn (No. 40) School and the basement room in the Benjamin 
Rush (No. 24) School are so low and dark that they should be 
abandoned as soon as possible. 

Recommendation 

To meet this situation I would respectfully recommend the 
purchase of a plot near North Main Avenue and the erection 
thereon of the first unit of an intermediate grade building with 16 
academic classrooms, domestic science and art rooms, manual 
training rooms, an auditorium and gymnasium. The plan of the 
building should be such that the building can be readily enlarged 
and converted into a Junior High School as the needs for further 
high school facilities arise. 

ESTIMATED COST $277,350.00 

Land $ 35,000.00 

Sixteen class rooms 160,000.00 

Equipment for class rooms 7,200.00 

Auditorium 44,800.00 

Gymnasium 22,300.00 

Equipment for gymnasium, auditorium, domestic science 

and manual training equipment 8,050.00 

$277,350.00 



23 



CHAKTIX 




Lafaye11e W^ ^^^ ^ ^^^ ZZZZJZ 



Jack5on F^^^ y////X//////////)(///A 
hamillon W^ 



Mam i Hon /^n. 
Van Buren 
Wdlord 

Lowell r/////l^/////k//^^^ 
Lowell An 





Iportoble 



SealiViqCopacHy V//////////A 

Enrollment 



52 5 C hildren on half lime TO^W^^^ 



HYDE PARK— CHART IX 

The school huilding problem in Hyde Park has become more 
acute during the last year. 825 pupils are on half time in this 
section; 19 teachers have between 40 and 45 pupils; 41 teachers, 
between 45 and 50 pupils; 15 teachers, more than 50 pupils. Two 
buildings, Eynon Street Annex and the Martin Van Buren (No. 
31), have outlived their usefulness. Neither one of them war- 
rants the purchase of pillars to support the surface or the pur- 



24 



chase of modern, sanitary, heating and ventilating equipment. Both 
should he sold and the pupils attending them should he sent to 
other buildings. 

In this section there are in use for the instruction of grade 
pupils 6 basement rooms and 3 portables, 1 two-room annex, and 
2 hall rooms in the John Marshall (No. 41) Building and 1 hall 
room in the John Marshall (No. 41) Annex, illy adapted for 
school room use. 

Recommendations 

To furnish adequate educational facilities in Hyde Park there 
should be provided : 

1. A 12-room addition, containing a combined recreation and 
assembly room, to the John Marshall (No. 41) Annex. 

ESTIMATED COST $115,400.00 

Add 12 class rooms on present land — two class rooms 
to be combined so that they may be used as a com- 
munity room $110,000.00 

Equipment ior same 5,400.00 

$115,400.00 
Such an addition would house in an admirable way a number 
of pupils equivalent to those at present in attendance in the Eynon 
Street Annex and the Van Buren (No. 31) Building. 

2. A centrally-located plot for a Junior High School and the 
erection thereon of a building containing 36 classrooms for aca- 
demic work, auditorium, gymnasium and ample shops for carry- 
ing on such manual activities as domestic science and art, cabinet 
making, plumbing, electric wiring, sheet-metal work, printing, 
automobile repairing, concrete work, forging, etc. 

A Junior High School Building would withdraw the 7th and 
8th grade pupils from all the grade buildings in Hyde Park and 
would leave the rooms thus vacated for the pupils in the lower 
grades who are now on half-time or in overcrowded or unsuitable 
rooms. By providing accommodations for first-year high school 
pupils it would bring the advantages of the first year in the high 
school to the boys and girls of Hyde Park. Their attending high 
school in their own section during their first high school year 
would also contribute toward further relief in both high schools 
in the Central City. 

ESTIMATED COST $546,200.00 

Land $ 75,000.00 

36 class rooms 360,000.00 

Equipment for same • 16,200.00 

Auditorium 56^000.00 

Gymnasium 22,300.00 

Equipment for gymnasium and auditorium 8,000.00 

Special shops, including domestic science, and man- 
ual training equipment 8,700.00 

$546,200.00 
25 



CHARTX. 

South Side and Bellevue. 



SCHOOLS 



pupils 2190 



^^^^^^^^^^ ^^^^ //.^///////^/////// ///iaB. 



Whittier 



Pastori'us 



\/////A V7777Z'_ •/////// y/////l V7ZZ77, 2 



I Iportable 



Whitne P'-^^-^^^^^^^^^^^^^^'^^^^^^^^^^^?^ 



farracju 




Monroe 
[Aonroef\n. 

Garfield ^^''^^^^^^^'''''^^^^''''^^^^^^^^^ ^- "-'^^ 



ig 



^^^j^^ Y//////yY//////A{///////^//////)(///////)(/777W^ 



Mann Yy'yyyy'y/y777777Zy//////y7ZZZZZ }!^-\ ^.rm 

Webster ^^^^^^^ 
5towe K/////^// ^^^^^^ ////^/^/ ^^^^^^ ^ 



Bartrom^- 



room unoccupied 



Z portable 



_ 



SeatingCapacity V//////////////;^ 
Enrollment ^"^"■" 



SOUTH SIDE AND BELLEVUE 

Chart X shows clearly what schools have a sufficient number 
of permanent rooms for the instruction of the pupils in attend- 
ance. Those buildings are the Farragut (No. 7), Monroe (No. 
8), Williams (No. 10) Stowe (No. 30) and Bartram (No. Z7). 

In the other buildings in this section of the city are six base- 
ment rooms and three portable rooms. On account of lack of 
rooms in the Whitney (No. 6) School, the 8A and the SB pupils 



26 



are obliged to recite all of their lessons in the same room. The 
Webster (No. 15) Building and the Horace Mann (No. 29) 
Building have no office room for the principal. Twenty teachers 
have between 40 and 45 pupils ; 20 teachers, between 45 and 50 
pupils ; 14 teachers more than 50 pupils. 

Recommendation 

To place the pupils on the South Side and in Bellevue on an 
equal basis with those in other parts of the city a centrally located 
building with 16 academic classrooms, domestic science and art 
rooms, manual training rooms and an auditorium and gymnasium 
should be provided for all of the 7th and 8th grade pupils. The 
withdrawal of the 7th and 8th grade pupils from the present 
buildings on the South Side and in Bellevue would make possible 
the abandonment of undesirable rooms now occupied and would 
serve to remove congestion in this section of the city. The plan 
of this central building should be such that the building can be 
readily enlarged and converted into a Junior High School as the 
needs for further high school facilities arise. 

ESTIMATED COST $277,350.00 

Land $ 35,000.00 

Sixteen class rooms 160,000.00 

Equipment for class rooms 7,200.00 

Auditorium 44,800.00 

Gymnasium 22,300.00 

Equipment for gymnasium, auditorium, and domestic 

science and manual training equipment 8,050.00 

$277,350.00 

AUDITORIUMS, GYMNASIUMS AND PLAYGROUNDS 

Preceding recommendations contain provisions for audi- 
toriutns and gymnasiums. At present no school building in Scran- 
ton is equipped with a gymnasium. The Central High School 
Building and the Washington (Administration) Building are the 
only ones in the city having an auditoriimi. 

Today ample playgrounds are regarded as essential for the 
all-round development of children as classrooms, gymnasiums and 
assembly rooms. Chart XI sets forth graphically the total play- 
ground area available for the pupils of each building. Chart XII 
shows the area available for each pupil. The minimum standard 
recognized in the United States is 30 sq. ft. per capita. This 
standard will, in all probability, be raised in the next few years. 
Alinost half of our school grounds fall below the present standard. 

ReCOM MENDATION 

Wherever feasible, enough land should be acquired to ineet 
the minimum standard of 30 sq. ft. per pupil. 

27 



CHAKTXI. 

f\rea5 of the various >3chool Grounds 



5Ct100L5 



BetivRo 



John Mo 




ESTIMATED COST $81,100.00 

SUMMARY OF ESTIMATED COSTS 

Central High School $ 177,700.00 

Technical High School 372,400.00 

Central City Grade Building 402,300.00 

Audubon (No. 42) Annex 105,700.00 

Robert Morris (No. 27) Addition 77,800.00 

Kosciusko (No. 44) Addition 66,700.00 



28 



Providence Intermediate Grade Building 

John Marshall (No. 41) Annex 

Junior High School 

Intermediate School Building for South Side and Bellevue. 
Grounds 



277,350.00 
115,400.00 
546,200.00 
277,350.00 
81,100.00 

$2,500,000.00 



FLAYGR0UNP5 

Number o[ icfuare Feet per- Copita at each o| the School Playground*, 
^tondord — 305qft. per Cdp'ita^ 




CHAKTiEL 



29 



STATEMENT 

Showing Interest Cost and Increase in Tax Levy Required 

TO Float a Bond Issue of $2,500,000.00 Under 

THE Following Conditions 

Amount of Issue $2,500,000.00 

Bonds to be retired annually at the rate of $100,000.00 for a 
period of 25 years. 

Rate of Interest 5% 

Approximate Property Valuation for the next 25 years — $100,000,000.00. 

Year Debt Bonds Interest Tax Levy 

Redeemed Paid 

1st $2,500,000 $ 100,000.00 $ 125,000.00 2 5/20 Mills 

2nd 2,400,000 100,000.00 120,000.00 2 4/20 Mills 

3rd 2,300,000 100,000.00 115,000.00 2 3/20 Mills 

4th 2,200,000 100,000.00 110,000.00 2 2/20 Mills 

5th 2,100,000 100,000.00 105,000.00 2 1/20 Mills 

6th 2,000,000 100,000,00 100,000.00 2 Mills 

7th 1,900,000 100,000.00 95,000.00 1 19/20 Mills 

8th 1,800,000 100,000.00 90,000.00 1 18/20 Mills 

9th 1,700,000 100,000.00 85,000.00 1 17/20 Mills 

10th 1,600,000 100,000.00 80,000.00 1 16/20 Mills 

11th 1,500,000 100,000.00 75,000.00 115/20 Mills 

12th 1,400,000 100,000.00 70,000.00 1 14/20 Mills 

13th 1,300,000 100,000.00 65,000.00 1 13/20 Mills 

14th 1,200,000 100,000.00 60,000.00 1 12/20 Mills 

15th 1,100,000 100,000.00 55,000.00 111/20 Mills 

16th 1,000,000 100,000.00 50,000.00 1 10/20 Mills 

17th 900,000 100,000.00 45,000.00 1 9/20 Mills 

18th 800,000 100,000.00 40,000.00 1 8/20 Mills 

19th 700,000 100,000.00 35,000.00 1 7/20 Mills 

20th 600,000 100,000.00 30,000.00 1 6/20 Mills 

21st 500,000 , 100,000.00 25,000.00 1 5/20 Mills 

22nd 400,000 100,000.00 20,000.00 1 4/20 Mills 

23rd 300,000 100,000.00 15,000.00 1 3/20 Mills 

24th 200,000 100,000.00 10,000.00 1 2/20 Mills 

25th 100,000 100,000.00 5,000.00 1 1/20 Mills 

26th 

Total Bonds $2,500,000.00 $1,625,000.00 

Total Interest 1,625,000.00 

Total cost $4,125,000.00 

1 Mill Levy on $100,000,000.00 will produce $100,000.00. 
1/20 Mill Levy on $100,000,000.00 will produce $5,000.00. 



30 



STATEMENT 

Showing Interest Cost ANr^ Increase in Tax Levy Required 

TO Float a Bond Issqe of $2,500,000.00 Under 

THE Following Conditions 

Amount of Issue $2,500,000.00 

Bonds to be retired annually at the rate of $100,000.00 for a 
period of 30 years. 

Rate of Interest 5% 

Approximate Property Valuation for the next 25 years— $100,000,000.00. 
Year Debt Bonds Interest Tax Levy 

Redeemed Paid 

Lst $2,500,000.00 $ 75,000.00 $ 125,000.00 2 Mills 

2nd 2,425,000.00 75,000.00 121,250.00 1.9625 Mills 

3rd 2,350,000.00 75,000.00 117,500.00 1.925 Mills 

4th 2,275,000.00 75,000.00 113,750.00 1.8875 Mills 

5th 2,200,000.00 75,000.00 110,000.00 1.85 Mills 

6th 2,125,000.00 75,000.00 106,250.00 1.8125 Mills 

7th 2,050,000.00 75,000.00 102,500.00 1.775 Mills 

8th 1,975,000.00 75,000.00 98,750.00 1.7375 Mills 

9th 1,900,000.00 75,000.00 95,000.00 1.70 Mills 

10th 1,825,000.00 75,000.00 91,250.00 1.6625 Mills 

11th 1,750,000.00 85,000.00 87,500.00 1.725 ^lills 

12th 1,665,000.00 85,000.00 83,250.00 1.6825 Mills 

13th 1,580,000.00 85,000.00 79,000.00 1.64 Mills 

14th 1,495,000.00 85,000.00 74,750.00 1.5975 Mills 

15th 1,410,000.00 85,000.00 70,500.00 1.555 Mills 

16th 1,325,000.00 85,000.00 66,250.00 1.5125 Mills 

17th 1,240,000.00 85,000.00 62,000.00 1.47 Mills 

18th 1,155,000.00 85,000.00 57,750.00 1.4275 Mills 

19th 1,070,000.00 85,000.00 53,500.00 1.385 Mills 

20th 985,000.00 85,000.00 49,250.00 1.3425 Mills 

21st 900,000.00 90,000.00 45,000.00 1.35 Mills 

22nd 810,000.00 90,000.00 40,500.00 1.305 Mil:. 

23rd 72t),000.00 90,000.00 36,000.00 1.26 Mills 

24th 630,000.00 90,000.00 31,500.00 1.215 Mills 

25th 540,000.00 90,000.00 27,000.00 1.17 Mills 

26th 450,000.00 90,000.00 22,500.00 1.125 Mill-, 

27th 360,000.00 90,000.00 18,000.00 1.08 Mills 

28th 270,000.00 90,000.00 13,500.00 1.035 Mills 

29th 180,000.00 90,000.00 9,000.00 0.99 Mills 

30th 90,000.00 90,000.00 4,500.00 0.945 Mills 

Total Bonds $2,500,000.00 $2,012,500.00 

Total Interest 2,012,500.00 

$4,512,500.00 
1 Mill Levy on $100,000,000.00 will produce $100,000.00. 

The practice of issuing long-term bonds to meet just such an 

emergency as exists in Scranton's public schools today has been 

generally adopted by other school districts. Why should this 
generation bear the major burden when the next generation will 
profit just as largely by a present educational investment? 

31 



In both plans there is a gradual reduction in the annual mill- 
age required, varying on the basis of 25 years from 2 1/4 mills 
the first year to 1 1/20 mills the 25th year; or varying on the 30- 
year basis from 2 mills the first year to .9 9/20 mills the 30th year. 

By the 25-year plan the taxpayer whose property is assessed 
at $3600 would pay $8.10 additional school tax the first year and 
$3.78 additional school tax the 25th year as his share toward pro- 
viding adequate school facilities for the youth of Scranton. 

By the 30-year plan the same taxpayer would pay $7.20 addi- 
tional school tax the first year and $3.4o additional school tax 
the 30th year. 

In the last analysis the proposition is one of dollars and cents 
versus the best interests of Scranton's children in the public 
schools. Which have the higher value? 

Scranton's school building needs are an open book. The situ- 
ation is alarming. Today, when there is so much unrest in the 
world, the community, the state and the nation need, as never be- 
fore, an intelligent and patriotic citizenship. Permitting children 
to attend school on part time, in overcrowded rooms, in portables 
and basement rooms will not contribute most effectively to pro- 
duce the highest quality of American citizenship. 

THIS IS WHAT OTHER CITIES HAVE DONE 



Est. Amount of 

Pop. indebtedness 

1. Minneapolis, Minn 373,448 $ 7,994,500.00 

2. Seattle, Washington 366,455 6,234,000.00 

3. Indianapolis, Ind 277,479 2,357,500.00 

4. Rochester, N. Y 264,714 1,857,937.00 

5. St. Paul, Minn 252,465 1,795,000.00 

6. Oakland, California 206,405 3,141,500.00 

7. Toledo, Ohio 202,010 3,670,000.00 

8. Kansas City. Mo 305,816 8,702,500.00 

9. Louisville, Ky 240,808 11,754,200.00 

Included in 

10. Buffalo, N. Y 475,781 general city 

bond issue. 

11. Omaha, Neb 167,741 3,441,786.00 

12. Berkeley, California 60,427 506,146.00 

13. Erie, Pa 76,592 2,014.500.00 

14. Harrisburg, Pa 73,276 915,706.05 

15. Bethlehem, Pa 65,000 817,200.00 

16. Johnstown, Pa 70,473 1,134,000.00 

17. Easton, Pa 33,000 370,000.00 

18. SCRANTON. PA 149.451 1,516.000.00 



Bonds issued for 

school building 

programs 

since 1917 

$ 2,750.000.00 

4,500,000.00 

9,000.000.00 

3,145,000.00 

3,000,000.00 

4,500,000.00 

1,500.000.00 

2,000.000.00 

1,000,000.00 

8,125,000.00 

5,000,000.00 
2,321.000.00 
1,000,000.00 
1,250,000.00 
1,591,000.00 
2,000,000.00 
1,000,000.00 
2,500.000.00 
Proposed 



2>2 



THE PRESENT ATTITUDE OF OTHER CITIES 
TOWARD SCHOOL-BUILDING PROGRAMS. 

In reply to the following letter sent out on January 27, I re- 
ceived replies by letter and telegram which I am herewith sub- 
mitting : 

"Are you taking immediate steps to go on with your build- 
ing program? Please let me know by return mail what the atti- 
tude of your Board is on this proposition?" 

From Harrisburg — "We are expecting to go on to comple- 
tion. It will take a long while, for the final project will involve 
another loan, possibly of $1,000,000. Recently we bought land 
adjoining our Tech. H. S. and the architect is now drawing plans 
to build an addition there with a view to converting this school 
into a third J. H. S. We have also bought a tract of 40 acres 
for a Senior H. S. site. This school will house all 10, 11, 12 
grades of city." 

Telegram from Omaha, Neb. — "Yes. working rapidly as can 
on building program." 

Telegram from Oakland, Calif. — "Yes, l)uilding program now 
in initial stages; about one-fifth the bonds sold ; chief of construc- 
tion and advisory architect employed." 

From Berkeley, Calif. — "Going on immediately with our 
building program; fully half the new buildings are under con- 
struction." 

From Bethlehem, Pa. — "Your letter of January 27th was re- 
ceived. The only drawback thus far in our building program has 
been the condition of the weather. We are going right on with 
our building every day. The foundation of our new high school 
is practically completed and we are rapidly putting in the founda- 
tions of the West Side Junior High School, or Nitsche School, 
and the Quinn building, located on the South Side. I trust this 
has answered your question definitely and that the delay has not 
caused you any inconvenience." 

From Erie, Pa. — "I wish to acknowledge receipt of your let- 
ter of the 27th inst., and to say in reply that it is our intention to 
continue our building program." 

From Rochester, N. Y. — "We are taking immediate steps to 
go on with our school building program. The president of our 
Board of Education summed up the situation with us in his annual 
report submitted on the first day of this month, in which he 
stated : 'There is nothing to indicate any reduction in the cost of 
building within anything like the near future. It is imperative that 
additional school buildings should be provided at once if there is 
to be a place in our schools for the boys and girls who attend 
them. To delay the erection of buildings until such time in the 
future as any considerable saving might be efifected, would be to 
assume too great a responsibility.' " 

33 



From Johnstown, Pa. — "Our Board proposes to erect four 
grade buildings this summer at an approximate cost of $500,000. 
They are also completing the class room building of the William 
A. Cochran Junior High School group, and expect to let a con- 
tract Monday night for the Household and Manual Art wings of 
this group. 

The Board has bought close to $100,000 worth of property 
since the passage of the bond issue and are going to buy still more. 
The children won't wait, and indications are that price of building 
material and labor will not be much less for some time." 

Telegram from Bufifalo, N. Y. — "School building program 
not abandoned; original estimate eight and one-half millions; 
thirty cents per cubic foot probably will cost forty cents per cubic 
foot; program going forward." 

It should be remembered that 

1. Immediate action is imperative. 

2. The proposed school-building program is for the whole 
city, including all grades of pupils in its scope, and favoring no 
section of the city. 

3. The expenditure is shared by the next generation. 

4. It means a bigger, better Scranton. 

5. The investment is not in buildings primarily but in the 
boys and girls of Scranton. 

Respectfully submitted, 

S. E. WEBER, 
February 2, 1920. Supt. of Schools. 

SUMMARY OF ATTENDANCE— TERM 1919-1920 
FIRST SEMESTER— SEPTEMBER 8, 1919— February 4, 1920. 

Per- 
Enrollment Average centage 

Central High School 1,077 963 94.1 

Technical High School 1,118 973 92.3 

Grades 1-8 20,620 17,591 90.5 

Kindergartens 1,266 1,004 86.8 

Special Classes ^2 24 88. 

24,113 20,555 

Manual Training Centers— Seventh and Eighth Grades — 

Girls 1,548 

Boys 1,389 

Total 2,937 

Continuation Schools — 

Boys 651 

Girls 540 

1,191 

Graduated from Central High School 61 

Graduated from Technical High School 49 

Graduated from the 8A Grades 455 

34 



SECOND SEMESTER— FEBRUARY 7, 1920— JUNE 25, 1920. 

Per- 

Enrollment Average centage 

Central High School 1,287 996 93.7 

Technical High School 1,362 978 92.8 

Grades 1-8 20,090 16,722 893 

Kindergartens 1,118 827 83.1 

Special Classes 29 19 86. 

23,886 19,542 

Manual Training Centers — Seventh and Eighth Grades — 

Girls 1,493 

Boys 1,608 

Total 3.101 

Continuation Schools — 

Boys 881 

Girls 670 

Total 1,551 

Graduated from Central High School 91 

Graduated from Technical High School 85 

Graduated from the 8A Grades 625 

NUMBER OF TEACHERS, 1919-1920 
By Departments 

Men Women Total 

Teachers in Kindergartens — 33 33 

Teachers in Primary Grades (1-4) — 288 288 

Teachers in Grammar Grades (5-8) 4 213 217 

Teachers in High Schools 27 46 73 

Teachers in Special Classes — 2 2 

Principals— All Schools 26 19 45 

Special Teachers — 

Supervisor of Primary Grades — 11 

Supervisor of Kindergartens — 11 

Supervisor of Music 112 

Supervisors of Drawing — 3 3 

Teachers of Sewing — 3 3 

Supervisor of Penmanship — 11 

Teachers of Domestic Science & Domestic Art 

(Grades 7 & 8) _ 4 4 

Teachers of Manual Training (Grades 7 and 8) 4 — 4 

Continuation School Teachers 1 10 11 

63 625 688 

TEACHERS' CERTIFICATES 

Term 1919-1920 

Normal Diplomas 257 

Normal Certificates ^6 

Graduates of the Scranton High and Training Schools who hold Per- 
manent State Certificates 147 

35 



Graduates of Academies, Seminaries, etc., who hold Permanent State 

Certificates 65 

Graduates of Colleges who hold Permanent State Certificates 21 

Permanent College Certificates (Under New Code) 32 

Provisional College Certificates (Under new Code) 18 

Graduates of the Scranton High and Training Schools who hold Pro- 
fessional Certificates 15 

Professional Certificates (10 years' service) 3 

Temporary Special Certificates (Special Teachers in Manual Training 

School Kindergartens (Supervisors) 20 

Permanent Special Certificates (Special Teachers in Manual Training 

School, Kindergartens (Supervisors) 37 

Class "A" Continuation School Certificates 4 

Permanent Special "Class A" Continuation Certificates 7 

Provisional Certificates 6 

Total number of Teachers for the term 688 

AMOUNT OF TRAINING ABOVE THE EIGHTH GRADE 

RECEIVED BY TEACHERS IN THE SCRANTON 

PUBLIC SCHOOLS 

Number elemen- Number Senior 

tary school teach- High school teach- 

Years of schooling above ers failing in the ers failing in the 

eighth grade. training groups trainmg groups 

listed at left. it left. 

Men Women Men Women 

Less than 1 year — 25 1 — 

1 year 2 9 1 — 

2 years 1 29 1 — 

3 years 1 32 1 — 

4 years >• 53 3 5 

5 years 6 156 — 1 

6 years _ 246 1 7 

7 years — — — 2 

8 years 1 19 17 30 

9 years — — 2 1 

10 years — — — — 

11 years — — — — 

12 years — — — "~ 

AMOUNT OF TEACHING EXPERIENCE OF ELEMEN- 
TARY AND HIGH SCHOOL TEACHERS 

Number of Ele- Number of Sen- 

mentary teachers ior High school 

failing in the ex- teachers failing 

Number of years' experience m perience groups in the experience 

teaching, including this year, listed at left. groups listed at 

left. 

Men Women Men Women 

1 year 2 35 2 — 

2 years 1 45 — 1 

3 years 1 26 1 1 

4 years 2 39 1 — 

5 years 2 29 — 3 

6 years — 23 — 1 

7 years — 23 1 4 

8 years 1 17 — 3 

36 



9 years — ■ 

10 years — 

11-14 years 2 

15-19 years 1 

20 and over 3 



DISTRIBUTION OF TEACHERS' SALARIES FOR THE 
YEARS 1913-14 AND 1919-20 



35 


1 


2 


17 


1 


3 


72 


5 


15 


12 


5 


3 


136 


10 


10 



ELEMENTARV SCHOOLS a) 



SENIOR HIGH SCHOOLS (c) 



SALARY GROUPS 



Number teachers 
whose salaries in 1919- 
1920 iaii within salary 
groups listed. 



Number teachers 
whose salaries in 1913- 
1914 fell within salary 
groups listed. 



Number teachers 
whose salaries in 1919- 
1920 fall within salary 
groups listeJ. 



Number teachers 
whose salaries in 1913- 
1914 fell within salary 
groups listed. 



Men 



Women 



Men 



Women 



Men 



Wcmen 



Men 



Women 



$300-399 

400-499 

500-599 

600-699 

700-799 

800-899 

900-999 

1000-1099 

1100-1199 

1200-1299 

1300-1399 

1400-1499 

1500-1599 

1600-1699 

1700-1799 

1800-1899 

1900-1999 

2000-2499 

2500-2999 

3000 and over 



___24 — — — — 

- — — 105 — — — — 
_ _ — 217 — — — — 

1 66 1 110 — — — — 

1 120 — — — — — — 

- 107 — — — — — — 

1 224 — — — — 1 7 

1 36 — — — — 3 5 

2 — — — — 1 9 22 

- — — — — 6 3 2 
1 — — — 1 3 1 1 
1 — — — — 2 9 1 

- — — — 4 7 — — 
-_ — — 5 22 — — 



— 15 



5 — 



DISTRIBUTION OF SALARIES OF EMPLOYEES OTHER 
THAN TEACHERS FOR 1913-14 AND 1919-20. 



SALARY GROUPS 



Less than $1000, 

1000-1499 

1500-1999 

2000-2499 

2500-2999 

3000-3499 

3500-3999 

4000-4499 

4500-4999 

5000 and over. 



High School EleiTi. School 
Principals and Principals and 
Asst. H. S. A s s t. E 1 e m. Supervisors. 
Principals. Schood Princi- 

jials'. 
1913-14 1919-20 1913-14 1919-20 1913-14 1919-20 

— — 19 — — — 

— — 25 11 9 5 
2 — 1 32 — 6 

!_____ 
1 2 — — — — 



n 



SCRANTON PLAN, INCLUDING NEW 
SALARY SCHEDULE. 

QUALIFICATIONS OF TEACHERS. 

1. Applicants for positions in the Central High School must 
be college graduates with at least two years' experience, or normal 
graduates with commercial training and at least two years' ex- 
perience. 

2. Applicants for positions in the Technical High School must 
be college graduates with at least two years' experience, or normal 
graduates with commercial training and at least two years' ex- 
perience, or graduates of some recognized manual training school. 

3. Applicants for positions in the grades of the Public Schools 
of Scranton must be college or normal graduates, or graduates of 
the Scranton Training School. 

4. Teachers, before receiving a permanent appointment, must 
serve five months as temporary teachers. 

5. Teachers having received a temporary appointment, but 
who have not served five months owing to the close of the school 
year, shall continue, upon the re-opening of school, to teach on 
trial until their term of probation expires ; then, if their work is 
satisfactory and approved by the Superintendent, they shall re- 
ceive a permanent appointment. 

METHOD OF APPOINTMENT. 
Teachers shall be selected according to the following plan : 

PRINCIPALS. 

Applicants for principalships of elementary schools must have 
had at least two years' experience in elementary grade work, must 
be college or normal school graduates. 

Applicants for principalships of elementary schools must pass 
a written examination in each of the following subjects : History 
of Education, School Administration and Management, Principles 
of Teaching, School Hygiene, English Composition. This exami- 
nation shall be conducted by a recognized educator, not a resident 
of Scranton, appointed by the Superintendent and approved by 
the Board of Education. 

The average per cent, for the written and the oral examina- 
tion shall be not less than 70%. 

GRADE TEACHERS. 

All applicants for positions in the grades of the elementary 
schools — excepting the eighth grade teachers of the pre-high school 
subjects, Latin and algebra— shall pass a written examination in 
each of the following subjects : School Management, Principles 
of Teaching, School Hygiene, English Composition. This ex- 

38 



amination shall be conducted by a recognized educator, not a resi- 
dent of Scranton, appointed l)y the Superintendent and approved 
by the Board of Education. 

The average per cent, for the written and the oral examination 
shall be not less than 60%. 

HIGH SCHOOL TEACHERS AND TEACHERS OF THE PRE-HIGH SCHOOL 
SUBJECTS LATIN AND ALGEBRA. 

Applicants for positions to each in either high school are re- 
quired to take an examination in the subject or subjects in which 
they desire to qualify, the methods of teaching these subjects, and 
in English composition. 

Applicants who are college graduates, without any previous 
actual teaching experience, are eligible to teach the pre-high school 
subjects — Latin and algebra — in the eighth grade. 

Grade teachers, having five years' experience, and who have 
Latin and algebra on their certificates, may take the examinations 
for eighth grade positions and be marked on the same basis as 
those who are college graduates without experience. 

Applicants for positions to teach the pre-high school subjects 
in the eighth grade shall be examined in Latin and algebra, in the 
methods of teaching Latin and algebra, and in English compo- 
sition. 

The written examinations for each of these specialized de- 
partments shall be given by the Superintendent. 

The average per cent, for the written and the oral examina- 
tion shall be not less than 75%. 

Any applicant may take the examination in as many as two 
groups of specialized lines of study. 

Applicants must notify the Superintendent's office of the 
group or groups in which they desire to take examinations, at 
least one week previous to the date set for the examinations. 

KINDERGARTEN TEACHERS. 

All applicants for positions in the kindergartens of Scranton 
shall be required to present : 

1. A high school diploma covering a course of four years, 
or its equivalent. 

2. A diploma from a recognized kindergarten training school 
having a course of at least two years' instruction. 

Teachers, before receiving a permanent appointment, must 
serve five months as temporary teachers. 

Teachers having received a temporary appointment, but who 
have not served five months, owing to the close of the school year, 
shall continue, upon the re-opening of school, to teach on trial 
imtil their term of probation expires; then, if their work is satis- 

39 



factory, and approved l)y the Superintendent of Schools, they 
shall receive a permanent appointment. 

All applicants shall pass a written examination of five ques- 
tions on the theory and practice of kindergarten work, and an oral 
test in story-telling and music to he conducted hy the Kinder- 
garten Supervisor. 

GENERAL RULES 

All applicants for positions shall he examined orally by the 
Board of School Directors. This examination shall take into 
consideration successful experience, scholastic and professional 
record, and personality. The ratio of the written and oral ex- 
amination shall be as 50 points to 40 points. Those without actual 
teaching experience will not be marked higher than 30 points. 

Those having the highest marks shall be rated first and ap- 
pointed first. Where two candidates have the same rating, pref- 
erence shall be given to the one having the longest experience. 

For appointments to high school positions, the eligible list 
shall be made up according to the departments in which applicants 
have specialized. 

For principalships in the elementary schools and for heads of 
departments in high schools, the right is reserved in every case to 
name the highest male or the highest female candidate, as the 
Board of Education shall determine that a male or a female teacher 
is required for the position. 

Eligil)le lists are made up once a year. 

No applicant shall be allowed to take the examination who has 
not filed a blank form of application in the office of the Super- 
intendent. 

SALARY SCHEDULE 

GENERAL RULES GOVERNING SALARIES, RE-APPOINTMENTS, ETC. 

The salary paid teachers shall be based u])on the schedule ac- 
cording to the length and character of experience and efficiency 
in school work. 

No teacher shall l^e advanced in salary after he or she has 
ceased to advance in efficiency. 

Superior scholastic attainments, growth in scholarship, growth 
in teaching ability, tact in managing a school, personal qualities, 
moral character, devotion, industry, and professional zeal are the 
main elements considered in determining a teacher's claims to pro- 
motion in rank and salary. 

The Superintendent of Schools may require such study in 
the professional and academic subjects as. in his judgment, would 
serve to improve the professional and academic qualifications of a 
teacher. 

40 



All re-elected teachers, whose work has been recommended 
by the Superintendent of Schools as satisfactory, shall be ad- 
vanced year by year according to the schedule until the maximum 
salary has been reached. 

The rating of high school teachers shall be determined by the 
joint recommendation of the Superintendent of Schools and the 
Principal of the high school concerned. 

The rating of kindergarten teachers shall he determined by 
the joint recommendation of the Superintendent of Schools and 
the Supervisor of Kindergartens. 

No salaries shall be lowered on account of the adoption of 
this schedule. 

Teachers and principals receiving less than the minimum 
salary, prescribed by this schedule, shall be paid the minimum 
salary during the first year this schedule goes into effect. 
Adopted May 6th. 1920. 

SUPERVISORS. 

Increase Maxi- 

Minimum Yearly mum 

Supervisor of Primary Grades $1,800 $100 $2,500 

Head Supervisor of Special Subjects 1,500 100 2,200 

Asst. Supervisors of Special Subjects 1,300 100 2,000 

HIGH SCHOOLS. 

This schedule anticipates a longer high school day, as soon 

as high schools can be put on single session. For high school 
principals it includes the afternoon session. 

Increase Maxi- 

Minimum Yearly mum 

Principals of High Schools $4,350 

Vice-Principals $2,100 $100 $2,800 

Heads of Departments 1,800 100 2,500 

Teachers 1,300 100 2,200 

ELEMENTARY GRADES. 

Increase Maxi- 
Minimum Yearly mum 
Kindergarten Certificate and Normal School 

Certificate— Grades 1 to 7 $ 900 $ 50 $ 950 

Kindergarten Special Certificates and two years' 
experience and Normal School Diploma — 

Grades 1 to 7 1,000 100 1,700 

Grade 8 — College Diploma and Permanent 

Certificate— 5 years' experience 1,000 100 1,800 

Ungraded Classes 1,000 100 1,800 

PRINCIPALS. 

Increase Maxi- 

Minimvun Yearly mum 

Teaching principals, fewer than four teachers $1,000 $100 $1,000 

Teaching principals, 4 to 7 teachers 1,200 100 1,900 

Principals— 8 to 11 teachers 1,500 100 2,200 

Principals— 12 to 15 teachers 1,600 100 2,300 

Principals— 16 to 19 teachers 1,700 100 2,400 

Principals— 20 or more teachers 1,800 100 2,500 

41 



CONTINUATION SCHOOLS. 

Increase Maxi- 

Minimum Yearly mum 

Teachers holding Class "B" Certificate $ 900 $ 50 $ 950 

Teachers holding Class "A" Certificate 1,200 100 1,900 

Continuation School Principal 1,800 100 2,500 

Teachers of manual training and domestic science and art for continua- 
tion school classes to be paid $450 a year. 

TEACHERS IN MANUAL TRAINING CENTERS. 

Teachers of domestic science and art in the 7th and 8th grade 
manual training centers to be paid on the same basis as Sth grade 
teachers. 

Teachers of manual training in the 7th and Sth grade manual 
training centers to be paid on the same basis as high school manual 
training teachers. 

SPECIAL MAXIMUM. 

An additional increase of $200 is to be allowed to every 
teacher in the Scranton public schools for exceptional service and 
for one year's advanced work in an approved college or imiversity 
since. This special increment is to be granted at the rate of $100 
for each half year's work. It is to be understood that this special 
increment may be earned but once. 

An additional increase of $500 is to be allowed to any teacher 
for exceptional service covering a period of not less than 5 years 
who has earned the doctor's degree, in course, in a university ap- 
proved by the National Bureau of Education. 

This additional increase will be effective immediately upon 
the earning of the points by the teachers. 

NIGHT SCHOOL TEACHERS. 

Supervisors of Night Schools, $5.00 a night. 
Asst. Supervisors of Night Schools, $4.00 a night. 
Principals of Grade Evening Schools, with four or more 
teachers, $3.50 a night. 

All other Night School teachers, $3.00 a night. 

SUBSTITUTES. 

When any permanent teacher takes the principal's place dur- 
ing his or her absence for two days or more, such acting principal 
shall receive an additional salary of $1.00 a day for buildings with 
fewer than 12 teachers, and $1.50 a day additional salary where 
there are 12 or more teachers in a building. 

Substitute teachers in the high schools shall be paid at the 
rate of first year salary. 

Substitute teachers in the grades and in the kindergartens 
shall be paid the minimum salary. 

Substitute teachers in the continuation schools shall be paid 
the minimum salary. 

42 



LEAVE OF ABSENCE. 

The granting of a leave of absence shall be limited to those 
who are ill or to those who are taking advanced courses to im- 
prove themselves in the field of teaching. 

Resolved, That teachers hereafter appointed in Scranton be 
given as their initial salary the minimum prescribed in the new 
salary schedule. (July 6, 1920). 

UNIVERSITY EXTENSION. 

By arrangement with Columbia University, Scranton teachers 
have had the opportunity for the past five (5) years to add to 
their professional and academic equipment without much expense. 
Members of the regular university faculty have offered courses 
in this city by lecturing twice a month from October to June. 
College credits are earned by those who satisfactorily complete 
the courses. The fees required are the same as those charged 
resident students in New York City. The expenses incident to 
living away from home are thus avoided. 

This arrangement is bringing the benefits of a great university 
right to our doors. Interest in these courses has increased steadily. 
The action of the Board providing for added increments of salary 
for those who show marked teaching ability and earn college 
credits amounting to a half year or a year of advanced work has 
served greatly to encourage the teachers to take advantage of 
them. 

ENROLLMENT. 

1915-1916 — Nineteenth Century Literature 140 

1916-1917— Educational Psychology 65 

Nineteenth Century Literature 'n 

1917-1918— Shakespeare .'. 57 

1918-1919— Contemporary Literature 112 

American Literature 160 

1919-1920— Enghsh Composition 49 

Total 660 

RULES OF THE SCHOOL BOARD. 

(DECEMBER 11, 1911). 

1. The regular meetings of the Board shall be held every 
second and fourth IMonday of the month at 8 P. M. ; but no reg- 
ular meetings shall be held during the months of July and August 
except upon such notice as is required in the case of Special 
Meetings. 

2. Special meetings may be called at any time by the president, 
and in case the president shall neglect or refuse to call special meet- 
ings when requested in writing by three or more members, such 
meetings may be called by a majority of the legally qualified and 

43 



acting members of the Board. In all cases of Special Meetings 
not less than 48 hours written notice shall be given, stating the 
time and place of holding the meeting and also the business to be 
transacted at the meeting thus called. No business shall be tran- 
sacted other than the business stated in the call ; provided, how- 
ever, that if all the members of the Board shall waive the notice 
above stated, then such Special Meeting may be held without such 
required notice. 

3. Five members being present at the hour to which the Board 
stands adjourned, the president shall take the chair, call the mem- 
bers to order, and proceed to business. 

4. Should a quorum not assemble at the hour appointed, the 
directors present shall be competent to adjourn from time to time, 
that an opportunity may be given for a quorum to assemble with- 
out which no business can be legally transacted. 

5. It shall be the duty of the president at all times to pre- 
serve order and to endeavor to conduct all business before the 
Board to a speedy and proper result. 

6. The president may speak to points of order in preference 
to other members, and shall decide questions of order, subject to 
an appeal to the Board by any two memljers. 

7. A motion must be seconded, and then repeated distinctly 
by the president, or read aloud before it is debated, and every 
motion shall be reduced to writing if the president or any member 
requires it. 

8. Any member who shall have made a motion shall have the 
right to withdraw it, with the consent of the seconder, before any 
debate has taken place thereon, but not after debate is had, with- 
out consent being granted by the Board. 

9. The consideration of any question may be postponed to a 
time fixed, or the question may be suppressed altogether by an 
indefinite postponement. 

10. A motion for adjournment shall always be in order and 
shall be decided without debate, except that it cannot be entertained 
when the Board is voting on another question, or while a member 
is addressing the Board. 

11. A motion for reconsideration can only be entertained 
when made and seconded by members who were in the majority 
on the vote on the original motion. 

Amendment to Rule 11. (December 9, 1912). 

In case of a tie vote caused by the absence of any member or 
members, the question may be reconsidered at the next meeting of 
the Board at which all the members are present, on motion by any 
member of the Board. 

44 



12. No member shall be interrupted while speaking unless he 
is out of order, or for the purpose of correcting mistakes or mis- 
representations. 

13. No member in the course of debate shall be allowed to 
indulge in personal reflections. 

14. If any member act in any respect in a disorderly manner 
it shall be the privilege of any member and the duty of the presi- 
dent to call him to order. 

15. If any member considers himself aggrieved by a decision 
from the chair it shall be his privilege to appeal to the Board and 
a vote on such appeals shall be taken without debate. 

16. It shall be the duty of the president to appoint all com- 
mittees, except when the Board may decide otherwise. 

17. The person first named on any committee shall be con- 
sidered the chairman thereof, whose duty it shall be to convene 
the committee, and in case of his absence or inability to act the 
second named member shall take his place and perform his duties. 

18. Any two members may require the recording of the yeas 
and nays on any question, 

19. The first person recognized by the president as desiring 
to speak has the right to the floor. 

20. The members of the Board shall be divided into three 
standing or department committees of five members each; said 
committees to be known as the "Committee on Instruction," the 
"Committee on School Buildings and Supplies," and the "Com- 
mittee on Finance and Accounts." The president of the Board 
shall also be a member ex-officio of all committees. 

The department committees shall have supervision over the 
department of school work to which their titles respectively apply; 
and all the administrative business of the schools shall be sub- 
divided among such departments. In the event of any question 
arising with respect to the department to which any matter of 
business pertains, or of any difference of opinion between com- 
mittees as to which has charge of the same, the matter shall be re- 
ferred to the president for temporary action, and to the Board 
for permanent assignment at its next meeting. Each committee 
shall be responsible for the affairs of its department, and shall 
see that the administrative officer in charge of the department fully 
and adequately performs the duties pertaining to the same. 

To each committee shall be referred in the first instance all 
complaints which may be presented to the Board or any member 
thereof respecting the conduct of any officer, employee or subordi- 
nate in its department, and of any defective or insufficient service 
therein. All complaints shall be considered by such committee and 
acted upon by denial, or by reference of the same to the Board, 

45 



at its discretion. Each committee shall have power to present 
charges against any officer or employee in its department, and it 
shall be its duty to do so whenever it finds that there is sufficient 
evidence of inefficiency or misconduct on the part of any officer 
or employee. 

21. When any committee shall be equally divided in opinion 
respecting any subject, the report shall be made in accordance with 
the vote of the chairman. Minority reports may be submitted by 
members of the committee. 

22. All bills after being approved by the heads of the various 
departments shall be laid before the several committees for audit. 
If approved such approval shall be designated by the signature of 
the chairman of the committee and then laid before the Board for 
final action. 

23. Amendments may be made to the rules at any regular 
meeting of the Board by a two-thirds vote, provided notice is given 
at the previous meeting of the proposed change. (Added Decem- 
ber 9, 1912). 

GENERAL RULES OF THE SCHOOLS 

ARTICLE I. 

DUTIES OF THE SUPERINTENDENT. 

Section 1. The Superintendent shall keep the Board of 
Directors constantly advised of the condition of the schools and 
the changes required in them. He shall also keep a record of his 
official acts which shall be open to inspection by the Board of 
Directors or any member thereof. 

Section 2. He shall recommend from time to time such 
changes as will in his judgment advance the best interests of the 
schools. 

Section 3. He shall, in conjunction with the Educational 
Committee, the principals and the teachers, prepare the several 
courses of study. 

Section 4. He shall be notified of all vacancies in the corps 
of teachers in any of the schools and shall see that substitutes are 
provided when needed. 

Section 5. He shall report vacancies to the Educational Com- 
mittee and such vacancies shall be filled as prescribed by the 
Educational Committee. 

Section 6. He shall have the power to call meetings of 
teachers and principals to discuss and illustrate methods of work 
at such times and places as he may designate. 

Section 7. He shall hear all complaints of teachers and 
parents when properly filed in writing. 

46 



Section 8. He shall conduct all special and general examina- 
tion with such assistance from principals and teachers as he may 
require. 

Section 9. He shall visit, as often as his duties will permit, 
the various schools, and provide for such conditions as will insure 
the most effective teaching. 

Section 10. It shall be the duty of the Superintendent to at- 
tend carefully to the discipline of the schools and examine at once 
any case reported to him of suspension or misconduct, or disorderly 
conduct requiring more than usual attention. His decision and 
action shall be final until acted upon by the Board of Directors. 

Section 11. The Superintendent may, at his discretion, per- 
mit or require any teacher to observe the work of another if in his 
judgment such teacher's work can be improved by such observation 
— such absence not to exceed two days a year. (Oct. 12, 1914). 

ARTICLE H. 
the duties of grade principals. 

Section 1. In the morning. Principals shall be at their re- 
spective school building twenty-five minutes before the regular time 
prescribed for commencing school. They shall exercise reason- 
able care, also, that the pupils conduct themselves in an orderly 
manner on their way to and from school. 

Section 2. The morning session shall commence at nine 
o'clock and close at twelve; and the afternoon session shall com- 
mence at half -past one and close at half -past three. 

Section 3. At the expiration of one-half of each morning 
session, there shall be a recess of fifteen minutes. 

Section 4. The first bell shall be rung fifteen minutes before, 
and the second, five minutes before the time for opening school, 
and all scholars not in their seats at the expiration of five minutes 
shall be accounted tardy. Tardiness shall be accounted a violation 
of the rules of the school, and shall subject the offender to such 
punishment as the nature of the case may require. 

Section 5. Only Grades 1 and 2 can hold one session on 
stormy days and then only by permission of the Principal, who 
shall be responsible in all cases. 

Section 6. The Principal shall have charge of the school 
house, furniture, books, supplies, grounds and other property be- 
longing to the school, and see that the same are kept in good con- 
dition. He shall be held responsible for the general management 
and discipline of the entire school in all its departments. He may 
establish special rules subject to the approval of the Superintend- 
ent for securing good order in the building of which he has charge 
and on its grounds. He shall direct the janitor and enforce the 
rules of the Board of Directors. 

47 



Section 7. The Principal shall furnish to the Superintendent 
the monthly reports required of himself and the several teachers 
assisting him, upon the blank forms required by the Board. These 
reports shall be in the hands of the Secretary of the Board the 
last day of each school month. 

Section 8. In all cases of wilful and persistent violations of 
any of the rules prescribed by authority of the Board, the Principal 
is vested with authority to suspend the offender. In all cases of 
suspension the Principal shall give immediate notice thereof to 
the parent or guardian of the pupil, and also to the Superintendent ; 
and every such notice shall state the ofifense for which the punish- 
ment is inflicted. 

Section 9. It shall be the duty of each Principal to regulate 
all the clocks in his school by the city time, every morning, and 
all the teachers shall conform to this standard in making their 
records. 

Section 10. The Principal and assistants of each school shall 
keep such records as are required in the blank forms prescribed 
for the use of the schools. 

Section 11. The Principal and teachers shall carefully see 
that the ventilation is as good as possible, making use at all times 
of every means in their power to give the children under their 
charge pure air to breathe. The temperature of the room shall not 
rise, in the winter, above 70 degrees. A good temperature for 
study is about 68 degrees. 

Section 12. Whenever, for any cause, a school shall be dis- 
missed before the usual time of closing, it shall be the duty of the 
Principal to report to the Superintendent, with reasons for such 
dismissal. 

Section 13. The Principals shall not permit authors, agents, 
or canvassers to visit their respective schools for the purpose of 
recommending or exhibiting any books, maps, or other apparatus 
of whatsoever kind, and no person shall be allowed to deliver any 
address or lecture unless specially authorized by the Superintend- 
ent or President of the Board. No tickets, circulars, or advertis- 
ing matter of any kind is to be distributed in the schools or on 
the school premises. Lists of names of pupils and parents shall 
not be taken from the school records and given out without per- 
mission from the Board. Principals shall not permit teachers or 
pupils to sell or canvass for any article, nor solicit money for any 
purpose without permission of the Board. 

Section 14. Principals shall act under the direction of the 
Superintendent and shall carry his directions into effect promptly. 

Section 15. Each Principal shall have a fire drill in his build- 
ing at least once each month, at such times and under such condi- 
tions as will not endanger the health of the pupils ; and all fire 
drills shall be reported each month on the monthly report blank. 



Section 16. The Principals of departments shall keep such 
records as will show the name, age and residence of each pupil, 
together with the name of parent or guardian. 

ARTICLE III. 

DUTIES OF TEACHERS. 

Section 1. All teachers are required to open and remain in 
their respective school-rooms fifteen minutes before the time for 
opening school, both morning and afternoon. Teachers failing to 
comply with this rule shall report themselves as tardy. They shall 
not permit disorder, unnecessary noise, or any rude conduct in 
the room at any time, and shall never allow pupils to remain in 
the school rooms except during their presence, or under some 
regulation for securing order that shall be approved by the Super- 
intendent. 

Section 2. Teachers elected by the Board of Directors may 
be required to teach in any grade or in any public school. Assign- 
ments shall be made by the Superintendent. 

Section 3. All applications must be in writing and accom- 
panied by satisfactory evidence of moral worth. 

Section 4. Teachers on being notified of their election shall 
signify their acceptance in writing, within ten days of the reception 
of the notice. 

Section 5. No application for position of teacher in any of 
the public schools of Scranton shall be considered unless accom- 
panied by a certificate from a reputable physician certifying that 
said applicant is free from tuberculosis. 

Section 6. It is the duty of all the teachers in each school to 
co-operate with and assist the Principal in the maintenance of dis- 
cipline. Teachers shall give careful and constant attention to the 
manners and habits of their pupils, and so far as practicable super- 
intend their deportment in the yards and in the vicinity of the 
school during recess and intermission. They shall be held respon- 
sible for the care of the desks and other furniture and all property 
belonging to the school located in their respective rooms. 

Section 7. Corporal punishment should not be administered 
in anger nor in the presence of the school, but at the close of the 
session in the presence of some other teacher or the Principal. 
Corporal punishment shall not be administered by any teacher ex- 
cept in cases of insubordination or flagrant ofifenses. 

Section 8. It is particularly enjoined upon the teachers to 
regard the moral and social culture of their pupils as not less im- 
portant than their mental discipline. Heart culture is just as es- 
sential as head culture. 

Section 9. No subscriptions or contributions shall be allowed 
in the Public Schools of Scranton. 

49 



Section 10. It shall be the duty of each teacher at the begin- 
ning of the school year to make a program of the recitations and 
studies of the several classes in her room, suspend it on the wall, 
and furnish the Principal with a copy. 

Section 11. Teachers who are frequently tardy without just 
excuse shall be suspended and the case sent immediately to the 
Educational Committee for final action. 

Section 12. Teachers failing to report for duty in the morning 
are not allowed to report for duty in the afternoon. Substitutes 
who report for duty in the morning serve the full day. 

Section 13. Teachers shall leave their buildings promptly at 
3 :45 P. M. 

Section 14. Petitions or requests for an adjustment or an in- 
crease of salary must be filed in writing and sent to the Secretary 
of the School Board. 

Section 15. Substitutes. The city is divided into four dis- 
tricts, made by the intersection of Lackawanna Avenue and the 
Lackawanna River. The substitutes in each district are called in 
rotation according to their rank on the eligible list. The work of 
a substitute is continuous to avoid too many changes. 
admission of beginners. 
Section 1403. School Code. 

"Unless otherwise directed by the Board of School Directors, 
the admission of beginners to the puldic schools shall be confined 
to two periods, namely, during the first two weeks of the annual 
school term, and during the first two weeks of school following 
the first day of January in any school year. Provided, That begin- 
ners becoming six years of age after the beginning of the school 
term, and before the first day of January of any year, shall be ad- 
mitted during the period at the beginning of the school term, and 
beginners becoming six years of age between the first day of Jan- 
uary and the close of the term shall be admitted during the period 
following the first day of January: Provided, further. That the 
Board of School Directors in any school district may fix such other 
periods for the admission of such beginners as it may determine. 

The term beginners, as used in this section, shall mean any 
child that should enter the lowest grade of the primary school or 
the lowest primary class." 

Amendment : The time for admitting beginners the second 
half of the school year shall be the first two weeks in February to 
correspond to the opening of the second half of the regular school 
term. (Oct. 25, 1915). 

Resolved, That hereafter the granting of a leave of absence 
be limited to those who are ill or to those who are taking advanced 
courses to improve themselves in the field of teaching. (Sept. 
24, 1917). 

50 



When any permanent teacher takes the principal's place dur- 
ing his or her absence for two days or more, such acting principal 
shall receive an additional salary of $1.00 a day for buildings with 
fewer than 12 teachers, and $1.50 a day additional salary where 
there are 12 or more teachers in a building. 

Substitute teachers in the high schools shall be paid at the 
rate of first year salary. 

Substitute teachers in the grades and in the kindergartens 
shall be paid the minimum salary. 

Substitute teachers in the continuation schools shall be paid 
the minimum salary. (May 6, 1920). 

Resolved, That teachers hereafter appointed in Scranton be 
given as their initial salary the minimum prescribed in the new 
salary schedule. (July 6, 1920). 

AGE AND GRADE DISTRIBUTION 

The charts dealing with Age and Grade Distribution and Pro- 
motion and Retardation furnish invaluable data for study and the 
making of plans to improve the present situation. 

With the exception of Grade VIII, the percentages of Re- 
tardation are considerably beyond what they should be. Grades 
I and VI are so pronounced in their percentages of Retardation 
that the Superintendent of Schools will call to aid the interest and 
efforts of the teachers, principals and supervisors. The causes 
must be sifted out and remedies must be applied for the solution 
of the problem. 

The percentage of over-age pupils in all grades above the 
Kindergarten challenge our attention as keenly as the percentages 
of Retardation. One might well inquire to what extent the fol- 
lowing are contributory causes : 

1. Lack of co-operation on the part of parents. 

2. Late admission to Grade I. 

3. Irregularity of attendance. 

4. Epidemics and other diseases. 

5. Care for the health of children. 

6. Size of classes. 

7. Quality of teaching. 

8. Quality and amount of supervision. 

It will be interesting to note what improvement will be ef- 
fected in these directions during the next few years. The re- 
sults achieved will be the real test of the value of our efforts. 



51 



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GRADE I. 

Nor- % 

Under mal Uver Grand Normal 

School Age Age Age Total Age 

A 17 41 30 88 47 

B 2 65 35 102 64 

C 11 29 35 75 39 

D 87 7 94 93 

E 4 25 27 56 45 

F 8 43 38 89 48 

G 19 51 34 104 49 

H 9 46 60 115 40 

I 19 57 64 140 40 

J 9 22 24 55 40 

K 36 61 97 2,7 

L 48 39 87 55 

AI 15 60 30 105 57 

N 17 68 50 135 51 

O 6 12 13 31 39 

P 12 42 30 84 50 

Q 19 34 40 93 2,7 

R 5 64 5 74 86 

S 8 53 6 67 79 

T 16 43 10 69 62 

U 36 66 102 35 

V 9 43 21 73 59 

W 10 18 17 45 40 

X 14 40 38 92 44 

Y 16 66 82 80 

Z 39 30 69 57 

AA 2 49 34 85 58 

BB 55 45 100 55 

CC 55 54 109 51 

DD 18 62 49 129 48 

EE 

FF "."."..." """" 16 24 25 65 37 

GG 11 45 42 98 46 

HH 11 30 35 76 39 

II 9 81 46 136 60 

JJ 4 54 59 117 46 

KK 11 42 26 79 53 

LL 4 28 18 50 56 

MM 1 17 17 35 49 

NN 14 36 27 77 47 

OO 4 33 4 41 80 

PP 29 17 46 63 

QQ 75 7 82 91 

RR 43 3 46 93 

SS 2 2 100 

TT 2 16 14 32 50 

UU 1 29 7 37 78 

VV 10 1 11 91 

WW 

Total 353 1983 1340 3676 53.94% 36.46% 9.6% 



S3 



% 


% Under 


Over Age 


Age 


34 


19 


34 


2 


46 


15 


7 




48 


7 


43 


9 


33 


18 


52 


8 


46 


14 


44 


16 


63 




45 




29 


14 


37 


12 


41 


20 


36 


14 


43 


20 


7 


7 


9 


12 


15 


23 


65 




29 


12 


38 


22 


41 


15 




20 


43 




40 


2 


45 




49 




38 


14 


38 


25 


43 


11 


46 


15 


34 


6 


50 


4 


33 


14 


36 


8 


49 


2 


35 


18 


10 


10 


37 




9 




7 




44 


6 


19 


3 


9 











GRADE II. 












Nor- 






% 








Under 


mal 


Over 


Grand 


Normal 


% 


% Under 


School 


Age 


Age 


Age 


Total 


Age 


Over Age 


Age 


A 


5 


24 


38 


67 


36 


57 


7 


B 


4 


45 


34 


83 


54 


41 


5 


C 


3 


29 


35 


67 


43.2 


52.4 


4.4 


D 


5 


36 


42 


83 


43 


51 


6 


E 


2 


16 


23 


41 


39 


56 


5 


F 


1 


18 


32 


51 


35 


63 


2 


G 


13 


42 


45 


100 


42 


45 


13 


H 


9 


46 


60 


115 


40 


52.2 


7.8 


I 


6 


35 


46 


87 


40 


53 


7 


J 


5 


12 


31 


48 


25 


65 


10 


K 





20 


50 


70 


28.5 


71.5 





L 


2 


20 


31 


53 


40 


56 


4 


M 


1 


42 


42 


85 


49.4 


49.4 


1.2 


N 


9 


42 


40 


91 


46.1 


44 


9.9 





3 


11 


14 


28 


39 


50 


11 


P 





35 


35 


70 


50 


50 





Q 


3 


30 


43 


76 


39 


57 


4 


R 


5 


60 


11 


76 


79 


14.5 


6.5 


S 


5 


38 


39 


82 


46 


48 


6 


T 


13 


34 


16 


dZ 


54 


25.4 


20.6 


U 


13 


25 


8 


46 


54 


18 


28 


V 


4 


45 


41 


90 


50 


45.5 


4.5 


W 





18 


21 


39 


46.2 


53.8 





X 


5 


31 


2>1 


12 


43.8 


50.2 


6 


Y 


2 


41 


3 


46 


89 


6 


5 


Z 


6 


16 


19 


41 


39 


46.4 


14.6 


AA 





31 


2,1 


68 


45.6 


54.4 





BB 


7 


28 


41 


76 


21 


54 


9 


CC 





14 


51 


65 


22 


78 





DD 


5 


25 


38 


68 


36.7 


55.8 


7.5 


EE 


— 


— 


— 


— 


— 


— 


— 


FF 


2 


13 


21 


36 


36 


58 


6 


GG 


6 


28 


34 


68 


41.2 


50 


8.8 


HH 


3 


24 


2,2, 


60 


40 


55 


5 


II 


15 


41 


38 


94 


43.6 


40.4 


16 


JJ 


1 


20 


49 


70 


28.6 


70 


1.4 


KK 





12 


2Z 


45 


26.7 


12.2 





LL 


1 


11 


38 


50 


22 


76 


2 


MM 

NN 
















3 


23 


40 


66 


34.9 


60.6 


4.5 


00 


4 


22 


8 


34 


64 


24 


12 


PP 


6 


9 


15 


30 


30 


50 


20 


QQ 





27 


29 


56 


48 


52 





RR 





31 


5 


36 


86 


14 





SS 





3 


1 


4 


75 


25 





TT 


1 


5 


15 


21 


23 


72 


5 


UU 





19 


10 


29 


66 


34 





VV 





7 


1 


8 


88.5 


11.5 





Total 


178 


1204 


1373 


2755 


43.7% 


49.8% 


6.5% 








GRADE III. 












Nor- 






% 








Under 


mal 


Over 


Grand 


Normal 


% 


% Under 


School 


Age 


Age 


Age 


Total 


Age 


Over Age 


Age 


A 


3 


17 


27 


47 


35 


59 


6 


B 


5 


36 


2,2, 

54 


74 


47 


45 


8 



c 


,.. 4 
... 2 
... 2 
... 3 
... 2 
... 8 


17 
30 
14 
12 
25 
32 


27 
26 
38 
39 
21 
58 


48 
58 
54 
54 
48 
98 


35.4 

52 

25.5 

22 

52 

36.6 


56.2 

45 

70.3 

72 

44 

59.2 


8.4 


D 


3 


E 


4.2 


F 


6 


G 


4 


H 


8.2 


I 


... 8 


30 


40 


78 


39 


51 


10 


J 

K 


2 


17 


36 


55 


16 


80 


4 


... 3 


11 


55 


69 


15.9 


79.7 


4.4 


L 


... 4 
... 1 
... 6 


14 
39 
?,2 


31 
40 
43 


49 
80 
81 


29 

47.4 
39.5 


63 

51.3 

53.1 


8 


M 


7.6 


]S; 


1.3 


o 


... 2 


S 


18 


25 


20 


72 


8 


p 




38 
14 


26 
23 


64 
2,7 


— 


60 
38 


40 


Q 

R 

s 

T 


62 


. 2 


.S4 


12 


68 


79.4 


17.6 


3 


.. 8 


?t3 


34 


65 


35 


52 


13 


.... 7 


26 
26 


16 
13 


49 
62 


53 
42 


32.8 
21 


14.2 


u 


.... 23 


Zl 


V 


.... 1 


16 
13 


20 
18 


37 
34 


43.2 
38.2 


54 
52.9 


2.8 


w 


.... 3 


8.9 


X 


.... 1 


19 
36 

21 


43 
9 

40 


63 
49 
69 


30.1 

73 

30.5 


69 
18 

57.9 


1.9 


Y 


.... 4 


9 


Z 

AA 


8 


11.6 




21 


30 


51 


— 


41.1 


58.9 


BB 


.... 5 


29 


35 


69 


42 


51 


7 


cc 


.... 3 


l.S 


32 


50 


30 


64 


6 


DD 


.... 3 


18 


44 


65 


27.6 


67.6 


4.8 


EE 





— 


— 


— 


— 


— 


— 


FF 


.... 3 


9 


29 


41 


22 


71 


7 


GG 




17 


54 


71 


— 


24 


76 


HH 


2 


2S 


42 


69 


36.2 


60.8 


s 


II 


.... 4 


32 
18 


32 
7 


68 
28 


47.1 
65 


47.1 

25 


5.8 


JJ 

KK 


3 


10 




10 


32 


42 


— 


23.8 


76.2 


LL 


2 


11 


45 


58 


19 


78 


3 


NN 


2 


14 


22 


38 


36.8 


57.9 


5.3 


00 


3 


18 


7 


28 


65 


25 


10 


PP 


3 


12 


19 


34 


35 


56 


9 


QQ 

ss 


2 


18 
3 


24 
1 


44 
4 


41 


54 
75 


5 
25 


TT 


1 


15 


23 


39 


38 


59 


3 


uu 





17 


11 


28 


— 


61 


39 


vv 





10 


2 


12 


— 


83 


17 


Total 


148 


929 


1277 


2354 


39.9% 


53.9% 


6.2% 








GRADE IV. 












Nor- 






% 








Under 


mal 


Over 


Grand 


Normal 


% 


% Under 


School 


Age 


Ag-e 


Age 


Total 


Age 


Over Age 


Age 


A 


4 


27 

24 


29 

42 


60 
70 


45 
34 


48 
60 


7 


R 


4 


6 


c 


4 


16 


28 


48 


33.3 


58.4 


8.3 


D 


6 


28 


25 


59 


47 


42 


11 


E 


1 


8 


35 


44 


18 


79.8 


2.2 


F 


2 


16 


61 


79 


21 


n 


2 


G 


7 


33 


40 


80 


41 


50 


9 


H 


9 


24 


51 


84 


29.4 


60 


10.6 



55 



I 


11 


35 


50 


96 


37 


52 


11 


J 


— 


8 


29 


37 


22 


78 




K 


— 


12 


56 


68 


17.6 


82.4 




L 


3 


22 


40 


65 


34 


62 


4 


M 


5 


46 


33 


84 


54.6 


9.4 


36 


N 


5 


33 


42 


80 


41 


53 


6 


O 


— 


5 


13 


18 


33 


67 




P 


8 


21 


58 


87 


24 


67 


9 


Q 


8 


25 


34 


67 


37 


51 


12 


R 


8 


58 


22 


88 


66 


25 


9 


S 


5 


18 


44 


67 


27 


66 


7 


T 


7 


26 


18 


51 


51 


35.3 


13.7 


U 


12 


30 


34 


76 


40 


44 


16 


V 


1 


19 


22 


42 


45 


53 


2 


W 


2 


16 


22 


40 


40 


55 


5 


X 


4 


31 


68 


103 


30 


66 


4 


Y 


7 


41 


10 


58 


70 


17 


13 


Z 


3 


18 


24 


45 


40 


53.3 


6.6 


AA 


— 


21 


43 


64 


32.8 


67.2 




BB 


10 


26 


58 


94 


28 


61 


11 


CC 


1 


16 


77 


94 


17 


82 


1 


DD 


3 


11 


72 


86 


13 


83.7 


3.3 


EE 


— 


— 


— 


— 


— 


— 


— 


FF 


4 


8 


22 


34 


24 


65 


11 


GG 


2 


21 


40 


63 


33.3 


63.5 


3.2 


HH 


3 


25 


36 


64 


39 


56.2 


4.8 


II 


3 


43 


46 


92 


46.8 


50 


3.2 


JJ 


— 


23 


52 


75 


30.7 


69.3 




KK 


_ 


12 


30 


42 


28.6 


71.4 




LL 


— 


6 


55 


61 


10 


90 




NN 


9 


13 
13 


21 
20 


36 
34 


36.1 
38 


58.3 
59 


5.6 


OO 


1 


3 


PP 


1 


14 


13 


28 


50 


46 


4 


QQ 


3 


17 


27 


47 


36 


57 


7 


ss 


— 


3 


— 


3 


100 






TT 


— 


5 


24 


29 


18 


82 




VV 


. 


9 

926 


4 
1570 


13 
2655 


69 

34.89^ 


31 

59.3% 




Total 


159 


5.9% 








GRADE V. 












Nor- 






% 








Under 


mal 


Over 


Grand 


Normal 


% 


% Under 


School 


Age 


Age 


Ag-e 


Total 


Age 


Over Age 


Age 


A 


3 


25 


37 


65 


38 


57 


5 


B 


3 


29 


47 


79 


37 


59 


4 


C 


7 


17 


29 


53 


32 


54.8 


13.2 


D 


4 


19 


47 


70 


27.1 


67.1 


5.8 


E 


7 


22 


64 


93 


23.7 


68.8 


7.5 


F 


9 


4 


48 


54 


7 


89 


4 


G 


3 


26 


29 


58 


45 


50 


5 


H 


6 


36 


50 


92 


39.2 


54.3 


6.5 


I 


? 


24 


68 


94 


25.5 


72.4 


2.1 


J 





49 


29 


78 


12 


88 





K 


1 


10 


48 


59 


16.9 


81.4 


1.7 


L 


6 


12 


55 


73 


16 


76 


8 


M 


5 


29 


44 


78 


37.2 


56.4 


6.4 


N 


7 


27 


58 


92 


29.4 


63 


7.6 



56 



9 10 2i 42 21 55 24 

P 12 23 75 110 21 68 11 

Q 7 11 25 43 25.5 58.3 16.2 

R 9 78 44 131 59.5 33.6 6.9 

S 9 27 49 85 32 57 11 

T 7 34 20 61 55.7 32.9 11.4 

U 23 17 18 58 29 31 40 

V 5 23 31 67 34.3 58.3 7.4 

W 3 17 26 46 36.9 56.5 6.6 

X 2 22 50 74 29.7 67.5 2.8 

Y 7 44 7 58 74 13 13 

Z 8 18 35 61 29.5 57.3 13.2 

AA 21 58 79 26.6 73.4 

BB 1 19 65 85 ZZ 76 2 

CC 2 15 56 7i 21 77 2 

DD 1 11 46 58 18 80.3 1.7 

EE _____ _ _ 

FF 3 9 38 50 18 76 6 

GG 6 18 55 79 22.8 69.6 7.6 

HH 2 18 48 68 26.5 70.6 2.9 

II 3 25 43 71 35.2 60.6 4.2 

JJ 5 17 71 93 18.3 76.5 5.2 

KK 1 7 13 21 33.3 62 4 7 

LL 2 14 38 54 26 70 4 

SS 2 3 3 8 37.5 37.5 25 

TT 2 3 20 25 12 80 8 

Total 187 833 1618 2638 3\.6% 61.3% 7.1% 

GRADE VI. 

Nor- % 

Under mal Over Grand Normal % % Under 

School Age Ag-e Age Total Age Over Age Age 

A 7 23 66 96 24 69 7 

B 3 33 42 78 42 54 4 

C 8 10 38 56 17.8 67.8 14.4 

D 24 38 62 38.4 61.6 

E 11 13 61 85 15 71.5 13.5 

F 1 9 37 47 19 79 2 

G 1 24 40 65 37 62 1 

H 10 16 40 66 24.4 60.2 15.4 

1 9 32 60 101 3Z 59 9 

J 27 13 40 67 33 

K 2 11 35 48 22.9 72.9 4.2 

L 2 14 36 52 39 57 4 

M 7 28 59 94 29.8 62.8 7.4 

N 6 27 56 89 30.3 62.9 6.8 

O 4 20 44 68 30 65 5 

P 11 21 57 89 24 64 12 

Q 6 21 56 83 25.3 67.4 7.3 

R 14 53 28 95 58 31 11 

S 5 15 50 70 22 71 7 

T 7 24 25 56 ' 44.5 43 12.5 

U 21 21 21 63 33 33 34 

V 4 21 65 90 23.3 72.2 4.5 

W 1 12 24 37 32.4 64.8 2.8 

X 5 10 37 52 3Z.7 51.9 16.4 

Y 1 32 11 44 74 25 1 

57 



z 


2 


21 


36 


59 


35.6 


61 


3.4 


AA 





13 


32 


45 


28.8 


71.2 




BB 


5 


19 


41 


65 


29 


63 


8 


CC 


4 


11 


68 


83 


13 


82 


5 


DD 


2 


3 


18 


23 


13 


78.4 


8.6 


EE 


— 


— 


— 


— 


— 


— 


— 


FF 


1 


10 


25 


36 


28 


69 


3 


GG 


5 


11 


36 


52 


21.2 


69.2 


9.6 


HH 


1 


5 


11 


17 


29.4 


64.7 


5.9 


II 


5 


28 


38 


71 


39.4 


53.6 


7 


JJ 


3 


14 


53 


70 


20 


75.7 


4.3 


SS 





1 


3 


4 


25 


75 





Total 


174 


677 


1400 


2251 


30% 


62.2% 


7.8% 








GRADE VII. 












Nor- 






% 








Under 


mal 


Over 


Grand 


Normal 


% 


% Under 


School 


Age 


Age 


Age 


Total 


Age 


Over Age 


Age 


A 


9 


20 
19 


31 
39 


60 
65 


33 
29 


52 
60 


15 


B 


7 


11 


C 


2 


9 


26 


37 


24,3 


70.3 


5.4 


D 


5 


7 


32 


44 


15.8 


72.8 


11.4 


E 


4 


13 


31 


48 


27 


64.5 


18.5 


F 





5 


28 


33 


15 


85 




G 





26 


30 


56 


46 


54 




H 


13 


26 


38 


77 


33.7 


49.5 


16.8 


I 


6 


29 


52 


87 


33 


60 


7 


J 


2 


19 


30 


51 


37 


59 


4 


K 


4 


\^ 


25 


41 


29.2 


60.9 


9.7 


L 





11 


20 


31 


35 


65 




M 


4 


16 


40 


60 


26.6 


66.7 


6.7 


N 


3 


24 


29 


56 


42.9 


51.8 


5.3 


O 


7 


13 


17 


37 


35 


45 


20 


P 


13 


41 


85 


139 


30 


61 


9 


Q 


1 


21 


44 


66 


31.7 


66.7 


1.6 


R 


3 


59 


16 


78 


75.5 


20.5 


4 


S 


9 


10 


21 


40 


25 


53 


22 


T 


8 


23 


13 


44 


52.2 


29.7 


18.1 


U 


22 


12 


18 


52 


23 


35 


42 


V 


7 


22 


50 


79 


27.7 


63.5 


8.8 


W 


7 


6 


9 


22 


27.2 


40.9 


31.9 


X 


17 


21 


45 


83 


24.2 


54.2 


21.6 


Y 


5 


31 


5 


41 


76 


12 


12 


Z 


9 


9 


13 


31 


29 


41.9 


29 


AA 


4 


16 


18 


38 


42.1 


47.3 


10.5 


BB 


9 


13 


22 


44 


30 


50 


20 


II 


9 


17 


25 


51 


33.3 


49 


17.7 


JJ 


— 


3 


10 


13 


23.1 


76.9 




Total 


189 


553 


862 


1604 


34.5% 


53.7% 


11.8% 






GRADE VIII. 












Nor- 






% 








Under 


mal 


Over 


Grand 


Normal 


% 


% Under 


School 


Age 


Age 


Age 


Total 


Age 


Over Age 


Age 


A 


7 


21 


27 


55 


38 


49 


13 


B 


7 


33 


12 


52 


63 


23 


14 



58 



C 5 

D 10 

E 4 

F 8 

G 2 

H 8 

I 8 

J 12 

K 4 

L — 

M 4 

N 11 

O 7 

P 15 

Q 4 

R 14 

S 25 

T 8 

U 22 

Y 5 

W 4 

X 6 

Y 4 

II 13 

Total 217 



13 
17 

6 

22 
32 
Z2 
54 
19 
10 

6 
14 
23 

7 

37 
25 
43 
23 
19 
10 
32 

3 
25 

30 

18 
574 



School Enrolled 

A 92 

B 98 

C 75 

D 97 

E 52 

F "' 83 

G II 80 

H 116 

I 88 

T ■ 52 

k'ZZ 84 

L 76 

M 104 

N 94 

O 31 

P 79 

Q ■. 92 

R 70 

S 116 

T 65 

U ZIZ. 97 

V 74 

W 45 

X 82 

Y 76 

Z 66 

Aa" 85 



21 

13 

9 

21 

22> 

58 

52 

15 

9 

1 

16 

10 

6 

38 

19 

4 

16 

22 

2 

2,2 

4 

17 

9 

14 

480 



39 
40 
19 
51 
67 
98 

114 

46 

22, 

7 

34 
44 
20 
90 
48 
61 
64 
49 
34 
69 
11 
48 
43 
45 

1271 



33.4 

42.5 

31.6 

43 

48 

32.6 

47.6 

41 

43.4 

86 

41.2 

52.3 

35 

41 

52.2 

70.5 

36 

38.7 

29 

46.3 

27.3 

52.1 

69.8 

28.9 



53.8 
32.5 
47.4 
41 
49 
59.2 
45.3 
2,Z 
39.2 
14 
47.1 
22.7 
30 
42 
39.5 
6.5 
25 
45 
6 

46.4 
36.4 
35.4 
20.9 
40 



GRADE I. 



Promoted Retarded 



60 

89 

50 

60 

12 

58 

74 

83 

50 

34 

61 

57 

95 

83 

23 

68 

68 

55 

96 

54 

67 

42 

38 

57 

62 

57 

66 

59 



32 
9 
25 
2,7 
40 
25 

6 
33 
38 
18 
23 
19 

9 
11 

8 
11 
24 
15 
20 
11 
30 
32 

7 
25 

14 

9 

19 



7o 
Promoted 

65 

91 

67 

62 

29 

70 

93 

72 

57 

65 

75 

75 

91 

86 

74 

86 

74 

79 

83 

83 

68 

57 

84 

70 

82 

86 

78 



12.8 

25 

21 

16 
3 

8.2 
7.1 

26 

17.4 

11.7 
25 
35 
17 

8.3 
23 
39 
16.3 
65 

7.2, 
36.3 
12.5 

9.3 
31.1 



45.2% 37.8% 17% 



% 
Retarded 

35 

9 
33 
38 
71 
30 

7 

28 
43 
35 
25 
25 

9 

14 

26 

14 

26 

21 

17 

17 

32 

43 

16 

30 

18 

14 

22 



The percenl-5 o| PROMOTION and RETAKPATIQN 
|ound in the prst j'our cjrade^ o[ the .5cr-ariton 



Public Schools. 
FIR5T GRAPE 




THIRP GRAPE 




PROMOTION — 
RETAKPATION 



5EC0NP GRAPE 




FOURTH GRAPE 




BB 92 

CC 102 

DD 125 

EE 78 

FF 69 

GG 95 

HH : 76 

II 143 

JJ 59 

KK 38 

LL 84 

MM 

NN 27 



79 


13 


86 


14 


79 


23 


77 


22> 


69 


56 


55 


45 


58 


20 


74 


26 


61 


8 


88 


12 


80 


15 


84 


16 


64 


12 


84 


16 


08 


35 


76 


24 


48 


11 


81 


19 


4 


34 


11 


89 


60 


24 


71 


29 



Included with Main School 
7 20 26 



74 



60 



OO 40 

PP 47 

QQ ^^ 

RR 78 

SS 1 

TT 31 

UU 36 

VV 11 

Total 3483 



School Enrolled 

\ 68 

B 83 

C 71 

D 82 

E 44 

F 44 

G 75 

H 109 

I 87 

J 46 

k 69 

L 52 

M 83 

N 68 

O 28 

P 69 

Q :z:. 77 

R 77 

S 82 

T 62 

U 45 

V 62 

W 39 

X 68 

Y 49 

Z 41 

AA 72 

BB 78 

CC 69 

DD 70 

EE 51 

FF 36 

GG 65 

FIH 60 

II 78 

JJ 22 

KK 45 

LL 51 

MM — 

NN — 

OO 35 

PP 33 

QQ 5^ 

RR 35 



35 


5 


88 


12 


46 


1 


96 


4 


65 


17 


79 


21 


68 


10 


84 


16 


1 





100 





26 


5 


84 


16 


30 


6 


83 


17 


11 





100 





2618 


865 


75.1% 


24.9% 


GRADE 11, 




















% 


70 


Promoted 


Retarded 


Promoted 


Retarded 


53 


15 


78 


22 


83 





100 





61 


10 


86 


14 


60 


22 


73 


27 


20 


24 


45 


55 


41 


3 


93 


7 


73 


2 


97 


3 


94 


15 


86 


14 


85 


2 


77 


23 


46 





100 





62 


7 


90 


10 


44 


8 


85 


15 


76 


7 


92 


8 


68 





100 





24 


4 


86 


14 


57 


12 


83 


17 


67 


10 


87 


13 


71 


6 


92 


8 


76 


6 


93 


7 


61 


1 


99 


1 


44 


1 


98 


2 


55 


7 


89 


11 


34 


5 


87 


13 


56 


12 


82 


18 


49 





100 





38 


3 


93 


7 


62 


10 


86 


14 


69 


9 


88 


12 


59 


10 


86 


14 


43 


27 


62 


38 


41 


10 


80 


20 


34 


2 


94 


6 


55 


10 


85 


15 


53 


7 


89 


11 


68 


10 


87 


13 


20 


2 


91 


9 


38 


7 


84 


16 


41 


10 


80 


20 


35 





100 





33 





100 





49 


7 


87 


13 


32 


3 


93 


7 


61 









ss 


2 





2 





100 


TT 


24 


20 


4 


83 


17 


UU 


25 


25 





100 





VV 

WW 


11 


11 





100 





XX 

YY 


— 


— 


ZZ 

Total 


2598 


2286 


312 


87.9% 


12. 



GRADE III. 

% % 

School Enrolled Promoted Retarded Promoted Retarded 

A 47 40 7 85.1 14.9 

B 72 12 100 

C 47 40 7 85.1 14.9 

D 44 41 3 93.2 6.8 

E 54 28 26 51.8 48.2 

F 59 58 1 98.3 1.7 

G 49 49 100 

H 97 84 13 86.6 13.4 

I 84 n 7 91.6 8.4 

J 45 44 1 97.8 2.2 

K 67 54 13 80.6 19.4 

L 46 42 4 91.3 8.7 

M 77 72> 4 94.8 5.2 

N 79 66 13 83.5 16.5 

O 29 21 8 72.4 27.6 

P 65 62 3 95.4 4.6 

Q 2,7 2,7 100 

R 69 67 2 97.1 2.9 

S 61 59 2 96.7 2,.Z 

T 52 49 3 94.2 5.8 

U 64 61 3 95.3 4.7 

V 60 60 100 

W 2,7 29 8 78.4 21.6 

X 61 56 5 91.8 8.2 

Y 50 47 3 94 6 

Z 67 63 4 94 6 

AA S3 53 100 

BB 68 65 3 95.6 4.4 

CC 48 43 5 89.6 10.4 

DD 39 31 8 79.5 20.5 

EE 42 29 13 69 31 

FF 42 38 4 90.4 9.6 

GG 69 56 13 81.1 18.9 

HH 48 41 7 85.4 14.6 

II 71 64 7 90.1 9.9 

JJ 45 36 9 80 20 

KK 42 35 7 83.4 16.6 

LL 39 2,6 3 92.3 7.7 

MM _ _ _ _ _ 

NN 2,7 27 100 

00 29 29 100 

PP 34 30 4 88.2 11.8 

QQ 47 40 7 85.1 14.9 

62 



RR — 

SS 

TT ZZ...1...1..'. 35 

UU 28 

VV U 

Total 2346 



School Enrolled 

A 63 

B 71 

C 52 

D 74 

E 45 

F 80 

G 80 

H 77 

I 100 

J 38 

K 67 

L 69 

M 86 

N 79 

O 17 

P 77 

Q 65 

R 87 

S 73 

T 50 

U 75 

V 44 

W 45 

X 103 

Y 58 

Z 45 

AA 66 

BB 42 

CC 92 

DD 86 

EE 99 

FF 33 

GG 64 

HH 65 

II 93 

JJ 36 

KK 41 

LL 63 

MM — 

NN — 

00 35 

PP 29 

QQ 45 

RR — 

SS 3 



31 


4 


88.6 


11.4 


28 





100 





11 





100 





2112 


234 


90% 


10% 


GRADE 


IV. 










% 


% 


Promoted 


Retarded 


Promoted 


Retarded 


55 


8 


88 


12 


71 





100 





44 


8 


85 


15 


65 


9 


88 


12 


22 


23 


49 


51 


79 


1 


99 


1 


79 


1 


99 


1 


68 


9 


88 


12 


92 


8 


92 


8 


38 





100 





56 


11 


84 


16 


57 


12 


83 


17 


75 


11 


87 


13 


72 


7 


91 


9 


13 


4 


76 


24 


66 


11 


86 


14 


63 


2 


97 


3 


86 


1 


99 


1 


63 


10 


86 


14 


50 





100 





60 


15 


80 


20 


44 





100 





43 


2 


96 


4 


92 


11 


89 


11 


58 





100 





43 


2 


96 


4 


65 


1 


99 


1 


36 


6 


86 


14 


41 


51 


45 


55 


63 


23 


73 


27 


86 


13 


87 


13 


29 


4 


88 


12 


45 


19 


70 


30 


47 


18 


72 


28 


80 


13 


86 


14 


32 


4 


89 


11 


37 


4 


90 


10 


50 


13 


80 


20 


35 





100 





27 


2 


93 


7 


38 


7 


84 


16 



100 



63 



TT 29 22, 

UU 12 12 

VV 13 13 

Total 2666 2316 



6 




79 
100 
100 


21 




350 


86.9% 


13.1% 



The percen+5 of PROMOTION and RETAKPATION 
found in the last four grade of ^he. ^cr-anfon 



Public 5chool3. 
FIFTH GRAPE 




5EVENTH GRAPE 




PROMOTION - 
RETARPATION 



5IXTH GRAPE 




EIGHTH GRAt?E 




64 



School Enrolled 

A 66 

B 78 

C 59 

D 69 

E 92 

F 53 

G 56 

H 91 

I 96 

J 33 

K 61 

L 69 

M 74 

N 92 

O 32 

P 123 

Q 42 

R 119 

S 85 

T 61 

U 56 

V 20 

W 47 

X 77 

Y 55 

Z 57 

AA 84 

BB 97 

CC 71 

DD .: 57 

EE 95 

FF 48 

GG 78 

HH 67 

II 72 

JJ 92 

KK 21 

LL 49 

SS 9 

TT 28 

Total 2641 



School Enrolle 

A 94 

B 78 

C 54 

D 65 

E 84 

F 47 

G 45 

H 63 

65 



GRADE V. 












7o 


% 


Promoted Retarded 


Promoted 


Retarded 


60 


6 


91 


9 


78 





100 





36 


23 


61 


39 


69 





100 





74 


18 


80 


20 


52 


1 


98 


2 


56 





100 





81 


10 


89 


11 


83 


13 


86 


14 


33 





100 





56 


5 


9i 


8 


60 


9 


87 


13 


64 


10 


86 


14 


86 


6 


96 


4 


26 


6 


81 


19 


100 


23 


81 


19 


41 


1 


98 


2 


92 


27 


77 


23 


85 





100 





58 


3 


95 


5 


43 


13 


77 


23 


20 





100 





32 


15 


68 


32 


65 


12 


84.5 


15.5 


55 





100 





54 


3 


95 


5 


40 


44 


48 


52 


84 


13 


86 


14 


67 


4 


94 


6 


51 


6 


89 


11 


77 


18 


80 


20 


45 


3 


94 


6 


67 


11 


86 


14 


54 


13 


81 


19 


63 


9 


88 


12 


74 


18 


80 


20 


21 





100 





45 


4 


92 


8 


9 





100 





24 


4 


86 


14 


2280 


351 


86.3% 


13.7% 


GRADE VI. 












% 


% 


Promoted Retarded 


Promoted 


Retarded 


90 


4 


95.7 


4.3 


72 


6 


92.3 


7.7 


41 


13 


76 


24 


59 


6 


90.7 


9.3 


74 


10 


75.9 


24.1 


44 


3 


93.6 


6.4 


45 





100 





63 





100 






I 64 

J 37 

K 46 

L 51 

M 92 

N 86 

O 61 

P 123 

Q 46 

R 76 

S 24 

T 57 

U 64 

V 86 

W 36 

X 50 

Y 43 

Z 62 

AA 45 

BB 47 

CC 83 

Di) z3 

EE 50 

FF 3S 

GG 50 

HH 17 

II 71 

JJ 67 

SS 4 

iotal 1124 



School Enrolled 

A 60 

B 67 

C 38 

D 37 

E 76 

F 31 

G 59 

H 73 

I 89 

J 49 

K 40 

L 3Z 

M 60 

N 52 

O 39 

P 99 

Q * 64 

R 78 

S 48 

T 44 

U 50 

V 79 



51 


13 


79.7 


20.3 


34 


3 


91.9 


8.1 


43 


3 


93.5 


6.5 


45 


6 


88.3 


11.7 


76 


16 


82.6 


17.4 


72 


14 


83.7 


16.3 


41 


20 


67.2 


32.8 


104 


19 


84.5 


15.5 


42 


4 


91.3 


8.7 


64 


12 


84.2 


15.8 


24 





100 





55 


2 


96.8 


3.2 


37 


25 


59.6 


40.4 


74 


12 


86 


14 


21 


15 


58.3 


41.7 


49 


1 


98 


2 


42 


1 


97.7 


2.3 


55 


7 


88.7 


1.3 


45 





100 





47 





100 





79 


4 


95.1 


4.9 


22 


1 


95.6 


4.4 


46 


4 


92 


8 


30 


5 


85.7 


14.3 


45 


5 


90 


10 


16 


1 


94.1 


5.9 


65 


6 


91.5 


8.5 


42 


25 


62.6 


37.4 


4 





100 





858 


266 


76.3% 


23.7% 


GRADE VII. 










% 


% 


Promoted 


Retarded 


Promoted 


Retarded 


55 


5 


92 


8 


63 


4 


94 


6 


34 


4 


89 


11 


37 





100 





68 


8 


89 


11 


31 





100 





58 


1 


98 


2 


68 


5 


93 


7 


85 


4 


96 


4 


45 


4 


92 


8 


27 


13 


68 


32 


31 


1 


97 


3 


57 


3 


95 


5 


43 


9 


83 


17 


33 


6 


85 


15 


77 


22 


78 


22 


58 


6 


91 


9 


68 


10 


87 


13 


48 





100 





40 


4 


91 


9 


40 


10 


80 


20 


75 


4 


95 


5 



66 



W 22 

X 70 

Y 40 

Z 31 

AA 11 

BB 43 

II 53 

JJ 12 

SS 1 

Total 1573 



School Enrolled 

\ 53 

B 46 

C ^1 

D 40 

E ^2 

F 51 

G 63 

H 1i 

I 113 

J 43 

K 22 

L 7 

M ^i 

N 44 

O 19 

P 87 

Q 46 

R 68 

S 63 

T 48 

U- 33 

V 64 

W 11 

X 46 

Y 43 

II 45 

SS 3 

Total 1233 



21 


1 


95 


5 


56 


14 


80 


20 


39 


1 


98 


2 


28 


3 


90 


10 


Z1 





100 





39 


4 


91 


9 


45 


8 


85 


15 


12 





100 





1 





100 





1419 


154 


90.27o 


9.8% 


GRADE VIII. 










% 


% 


Promoted 


Retarded 


Promoted 


Retarded 


50 


3 


94 


6 


46 





100 





7>1 





lOO 





40 





100 





32 





100 





48 


3 


94 


6 


60 


3 


95 


5 


70 


3 


96 


4 


98 


15 


83 


17 


42 


1 


99 


1 


22 





100 





3 


4 


43 


57 


ZZ 





100 





44 





100 





16 


3 


84 


16 


86 


1 


99 


1 


46 





100 





56 


12 


82 


18 


62 


1 


98 


2 


43 


5 


89 


11 


ZZ 





100 





63 


1 


98 


2 


11 





100 





41 


5 


89 


11 


43 





100 





42 


3 


93 


7 





3 





100 


1167 


66 


94.6% 


5.4% 



^larch 22. 1920. 
Dr. S. E. Weber, Siipcriuicndcnt of ScJwols, 
Scranton, Pa. 

Dear Sir : 

The Central High School is still laboring under the disadvan- 
tage of the part time session which began in 1916-1917. In com- 
mon with all the schools of the city, the Fall term of 1918-1919 
was cut down five weeks on account of the epidemic, but in spite 
of these disadvantages the school work has progressed favorably 
during the past two and a half years. Until the building program 

67 



which is now under consideration is adopted, the conditions can 
not be as satisfactory as all connected with the administration 
could desire. A longer school day, supervised study, a well- 
equipped gymnasium, a remodeled auditorium with good acoustics 
and a seating capacity, with balcony, of 1500, are all part of the 
plans for the near future. A longer school day requires better 
lunch facilities, which are now under consideration. 

The Commercial Department, re-established after an interval 
of ten years, graduated its first class in June, 1919. It has al- 
ready proved its popularity and value and more applications for 
graduates are received than there are students to fill the positions. 

After twenty-three years of hard service, the physical and 
chemical laboratories of the scientific department were thoroughly 
altered and a new general science lecture room fully equipped was 
added the past summer. 

The art department which has always been an important 
factor in the curriculum has added four new elective courses 
which are eminently practical and interesting. The art room has 
been furnished so that it can be darkened, and in the near future 
a course in the history of art, illustrated with lantern slides, will 
be offered. 

While music and sewing are now elected by a few, it is hoped 
that credit may be given in regular courses so that more may avail 
themselves of the splendid opportunities offered along these lines. 
In fact, the Central High School aims to provide instruction along 
all lines and to qualify as a unit high school. While the course 
of study now in force is broadly elective, it is hoped it may be 
made even more so. 

Quoting from the registrar of one of the largest state univer- 
sities • "We have not had a student from the Central High School 
in ten years that has failed to pass in a single subject during the 
Freshman year, and that is a record second to none on our list." 
Central has maintained her reputation at college and university 
for those who have reached the certificate grade of 85%. She 
also has many examples of successful business men whose academic 
training ended with a high school diploma. The aim has always 
been to consider the needs of the individual and while there must 
be established rules for governing the student body, a liberal in- 
terpretation is allowed where it can be shown that the student 
needs some special privilege to prepare for a particular course. 

One of the most noteworthy improvements of the present 
year is the appointment of a trained nurse who is proving herself 
most valuable. While specially looking after the interests of the 
students, she helps in many ways the special problems of her de- 
partment, and the sanitary rest room fills a long felt need. 

68 



School activities have heen well maintained even during the 
period of the war, and Central boys and girls in every line of 
patriotic work did their part well. The service flag which is still 
suspended in the main hallway is before the end of the school year 
to be exchanged for a memorial tablet, the gift of alumni. Four- 
teen of our boys made the supreme sacrifice, while 154 others 
were in the service, not to forget the 66 boys under enlistment 
age who joined the United States Boys' Working Reserve, and 
the 68 who entered the Students' Army Training Corps. 

For the first time in the history of the schools, a six weeks' 
summer school for delinquent students of both high schools was 
carried on at Central and proved its merits by its results. 

February 5. 1920, witnessed the graduating of our first mid- 
year class, 61 being granted diplomas. Despite the inclement 
weather, a most successful commencement was held and in every 
particular the precedents of other classes were observed. 

The enrollment at the close of February was 566 bovs and 
652 girls; total of 1218. 

The courses of study are as follows : 

The Classical Course, which prepares for the ordinary classi- 
cal course in college : 

Freshman Class. 

English. 

Algebra. 

Latin. 

General Science. 

Sophomore Class. 

English. 

Plane Geometry. 

Latin (Caesar). 

French, Spanish or German. 

Junior Class. 

English. 

Latin (Cicero). 

French, Spanish or German. 

Physics, or General History, or Greek and Roman History, 
or Solid Geometry (^ year), or English History (^ year), or 
Biology (^ year), or Freehand Drawing (J^ year). 

Senior Class. 

English CjA year). 

Advanced Algebra (^ year), or English History (y'2 year), 
or Modern History (j/^ year). 

Latin (Vergil) or an elective. 

French, Spanish or German. 

Advanced United States History and Civics (^^ year). 

69 



^Mathematical Reviews (^year), or Economics (j/Syear), 
or Freehand Drawing (^ year). 

The Scientific Course furnishes preparation for entrance to 
engineering schools. 

Freshman Class. 
English. 
Algebra. 

Latin, German, French or Spanish. 
General Science. 

Sophomore Class. 
English. 

General History. 
Plane Geometry. 
Latin, German, French or Spanish. 

Junior Class. 

English. 

Physics. 

Solid Geometry (^ year). 

Trigonometry (^ year), or English History (}^ year), or 
Mechanical Drawing (5^ year), or Freehand Drawing (^ year), 
or Biology (3^2 year), Latin, German, French, or Spanish. 

Senior Class. 
English (y2 year). 
Chemistry. 

Latin, German, French or Spanish. 
Advanced Algebra (J^ year). 
Mathematical Reviews {y2 year). 
Advanced United States History and Civics (^ year). 
The General Course is adapted for those who wish to take the 
regular work in normal schools. 

Freshman Class. 
English. 
Algebra. 

Latin, German, French or Spanish. 
General Science. 

Sophomore Class. 
English. 

Plane Geometry. 

Latin, German, French or Spanish. 
Freehand Drawing. 

Junior Class. 
English. 

Latin, German, French or Spanish. 

Physics, or Solid Geometry (^ 3'ear), Biology (J/3 year), or 
Freehand Drawing ( j4 year). 
General History. 

70 



Senior Class. 

English. 

Latin, German, French or Spanish. 

Advanced United States History and Civics ( }4 year). 

Freehand Drawing (^ year). 

Chemistry, or Bookkeeping (^2 year), or Economics (^ 
year ) . 

jNIusic. 

The Commercial Course provides a thorough preparation for 
business. 

Freshman Class. 
English. 
Algebra. 

French, Spanish, Latin or German. 
General Science. 
Penmanship and Spelling. 

Sophomore Class. 

English. 

French, Spanish, Latin or German. 

Commercial Arithmetic. 

Plane Geometry or Ancient History. 

Junior Class. 

English. 

European History or General History. 

Bookkeeping. 

Stenography. 

Typewriting and Correspondence. 

Senior Class. 

English. 

United States History, Civics and Economics ( ^Z year), 
Salesmanship (^ year). 

Bookkeeping and Commercial Law. 

Stenography. 

Typewriting. 

Sewing is optional in all courses but commercial. -Ml sub- 
jects are ])ursued five times per week, with the exception of sew- 
ing and music; two periods per week being devoted to the work 
in sewing and one in music. 

I appreciate your unfailing courtesy and wise counsel at 
all times. 

Respectfully submitted, 

Albert H. Welles. 



71 



CENTRAL HIGH SCHOOL 

Supplementing official report, the following tables and dia- 
grams are interesting as showing something of the efficiency of 
the Central High School. 

Table 35, giving percentages in seventeen classes for the 
semester ending June. 1919, and similar table for the semester 
ending February, 1920, shows a very good record. 

Table 51, showing the number of students promoted by dif- 
ferent teachers by semesters for the year ending February. 1920, 
shows somewhat better results for the second than for the first 
half. It should be stated that students failing in February must 
repeat the work at once, while those who do not pass in June have 
a chance to attend Summer School and remove conditions before 
the opening of the Fall term. 

Table 52 supplements Table 51, showing the failures by 
teachers by semesters for the year ending February, 1920. 

Table 53, which shows results of the per cent, passed and 
not passed for the past four years, is gratifying, with the languages 
having the highest per cent, not passed. 

Table 54 exhibits a marked difference in the number of 
failures among the individual teachers. It must be noted that 
while the faculty numbers only 32 teachers for the past semester, 
the large numlier reporting is explained by stating that some 
teachers reported in more than one department. 

CENTRAL HIGH SCHOOL 
Table XXXV 
Percentage of pupils in 17 classes at the Central High School 

with records 90%-100%, 80%-9o7f, 70% -809^. failures and in- 
completes for the semester ending June 20, 1919. 

Subject. 90% 100% 80%-90% 70%-807o Failed Incomplete 

Fr. Algebra A 28.57 23.81 33.33 9.52 4.76 

College Algebra 13.15 36.84 36.84 7.89 5.26 

Fr. English A 20.00 36.00 20.00 20.00 4.00 

So. English A 20.34 32.20 28.81 1.68 16.86 

Jr. English A 25.64 53.28 7.43 00.00 12.82 

College English 14.81 40.70 40.70 3.70 00.00 

Ancient History A 20.96 33.33 41.66 4.17 00.00 

General History A 20.00 23.33 30.00 13.33 13.33 

General Science A 17.64 55.88 20.58 2.94 2.94 

Tr. Bookkeeping A 33.33 46.66 20.00 00.00 00.00 

Sr. Bookkeeping A 33.33 29.63 33.33 3.70 00.00 

Fr. Latin A 4.76 57.62 33.33 4.76 00.00 

So. Latin A 20.83 12.50 33.33 12.55 16.66 

Fr. French A 6.89 31.03 34.48 20.68 6.89 

So. French A 16.66 38.88 38.88 5.55 00.00 

Solid Geometrv 11.73 26.47 44.11 00.00 17.68 

Jr. Physics A 25.00 45.00 30.00 00.00 00.00 

72 



CENTRAL HIGH SCHOOL 
Table XXXV 
Percentage of pupils in 17 classes at the Central High School 

with records 907o-100%, 80%-90%. 70%-80%, failures and in- 
completes for the semester ending Fehruary, 1920. 

Subiect 90%-100% S0%-907o 70%-80% Failed Incomplete 

Fr A Sa A 12.00 28.00 24.00 20.00 16.00 

Course A ^ebra 17.14 48.57 28.57 00.00 5.71 

Kr Enc^Hh A 33.33 36.66 23.33 00.00 6 66 

So En^ h A 19.35 35.48 35.48 00.00 9.67 

Jr EngH lA 26.92 53.84 11.53 00.00 7.69 

College EngHsh 38.23 32.35 14.70 11.76 2.94 

Ancient History A . 6.06 24.24 51.51 6.06 2.12 

General History A 6.66 46.66 26.66 10.00 10.00 

General Science A 62.85 25.71 2.85 5.71 2.85 

Jr. Bookkeeping A 27.27 13.63 40 90 13.63 4.53 

Sr. Bookkeeping A 50.00 25.00 25.00 00.00 00.00 

So. Latin A 14.28 21.42 50.00 7. 4 7.14 

Fr Latin A 00.00 15.38 69.23 11.53 3.84 

Fr. French a:.: 16.00 2p.00 24.00 20.00 20.00 

So French A 22.22 27.77 38.88 5.55 5.55 

Solid Geometr>: 27.58 31.03 31.03 6.89 3.44 

Jr. Physics A. 6.89 55.17 34.48 00.00 3.44 

CENTRAL HIGH SCHOOL 
Table LI 
Showing the number of high school teachers who promoted 
stated percentages of pupils. 

SEMESTER FEB. "19— JUNE '19. 
Number of Teachers Promoting. 
Xo Under 707^ 707^-80% 81%-90% 917,-95% 967-99% 100% 
43 5 14 14 5 3 2 

Percentages 11.65 32.55 32.55 11.65 6.97 4.65 

Median between 81-90 — 88%. 

SEMESTER SEPT. '19— FEB. '20. 
Number of Teachers Promoting. 
No. Under70% 70%-80%81%-90% 91%-95% 96%-99% 100% 
49 9 9 18 8 4 1 

Percentages 18.37 18.37 36.74 16.32 8.16 2.04 

Median between 81-9—86%. 

CENTRAL HIGH SCHOOL. 
Table LII. 
Showing the number of high school teachers who failed stated 
percentages of pupils. 

SEMESTER FEB. '19— JUNE '19. 
Number of Teachers Failing. 

Over 

No No. Failures l%-4% 5%-9% 10%-19% 20%-30% 30% 
43 4 10 7 13 6 3 

Percentages 9.30 23.26 16.28 30.23 13.95 6.98 



Median— 10.24% 



73 



SEMESTER SEPT. '19— FEB. '20. 
Number of Teachers Failing. 

Over 
No. No. Failures 17f-4?r 5%-9% 10%-19% 207^-30% 307o 

49 6 9 11 12 10 1 

Percentages 12.24 18.37 22.45 24.50 20.40 2.04 
Media between 9-10— 9.67o. 

CENTRAL HIGH SCHOOL 
Table LIH 
Showing the ])ercentage of marks, l)v departments, for fotir 
years, February, 1916 — Febrtiary. 1920. 

TABLE LIII. 

c L- . Per cent. Per cent. 

Passed Not Passed. 

English 92.37 7.63 

Latin 83.85 16.15 

German 82.35 17.65 

French 82.50 17.50 

Spanish 84.85 15.15 

Mathematics 88.15 11.85 

History 90.25 9.71 

Science 91.93 8.07 

Drawing 90.96 9.04 

Commercial 94.51 5.49 

CENTRAL HIGH SCHOOL 

Table LIV 

Fel)rtuiry, 1919— June, 1919. 

Percentage of pupils j^assed and not passed l)y individual 

teachers in the various high-school subjects at Central High 

School. 

(Arranged by de])artments). 

Teacher's Number 'y' of % of 
Subject (Arbitrarily Assigned) Pupils Passed Pupils Not Passed 

English 1 94.74 4.74 

2 83.22 14.86 

3 89.17 4.17 

4 86-.31 4.80 

5 88.74 5.6b 

6 88.44 6.52 

7 89.05 9.59 

8 91.67 1.67 
Latin 9 70.74 20.33 

10 75.00 17.86 

11 81.49 11.85 

12 75.52 22.45 

13 80.31 18.18 
Spanish 14 83.91 13.79 

15 82.06 12.28 

16 76.44 23.56 
French 17 85.72 11.28 

18 55.56 37.04 

19 71.88 21.09 

20 56.76 37.84 
74 



CENTRAL HIGH SCHOOL 

Table LIV 

February, 1919— June, 1919. 

Teacher's Number % of % of 

Subject (Arbitrarily Assigned) Pupils Passed Pupils Not Passed 



German 


21 


79.27 


17.07 


Mathematics ... 


22 


89.78 


7.56 




23 


77.09 


11.58 




24 


88.03 


7.85 




25 


50.00 


31.25 




26 


66.67 


27.16 




27 


60.00 


30.00 




28 


80.71 


8.77 




29 


79.07 


11.63 


History 


30 


79.42 


12.35 




31 


84.97 


9.15 




32 


95.83 


4.17 


Science 


33 


96.06 
96.76 


0. 




34 


0. 




35 


74.54 


16.14 




36 


90.33 


3.26 




37 


96.08 


3.92 




38 


100.00 


0. 


Commercial .... 


39 


92.64 
94.38 


3.16 




40 


1.25 




41 


90.60 


1.71 




42 


100.00 


0. 


Drawing 


43 


79.39 


12.37 




CENTRAL HIGH SCHOOL 






Table 


LIV 






September, 1919- 


-Feliruarv, 1920. 








% 


% 


Subject. 


Teacher's Numbe 


:r Pupils Passed 


Pupils Not Passed 


English 


1 


93.90 


3.81 




2 


88.83 


7.23 




3 


91.60 


3.36 




4 


87.06 


2.87 




5 


96.00 


0.00 




6 


86.28 . 


0.00 




7 


91.05 


3.84 




8 


91.75 


0.00 




44 


98.39 


0.00 




45 


70.98 


20.96 


Latin 


9 


85.56 


5.45 




10 


85.30 


13.41 




11 


87.04 


9.15 




12 


75.00 


20.31 




13 


92.00 


8.00 




46 


77.28 


22.72 


Spanish 


14 


82.85 


9.62 




15 


66.67 


23.80 



75 



French 



German 

Mathematics 



History 



Science 



Commercial 



Drawing 



17 


88.14 


11.86 


18 


61.54 


38.46 


19 


82.94 


18.82 


20 


(n.'i(i 


24.48 


47 


70.25 


23.80 


21 


74.36 


7.69 


22 


89.59 


6.77 


23 


85.81 


12.96 


24 


64.43 


J7.88 


26 


61.55 


28.84 


27 


76.48 


15.68 


28 


69.82 


16.98 


29 


71.03 


17.71 


48 


84.38 


12.50 


49 


-.6.67 


20.63 


30 


93.92 


6.08 


31 


83.00 


10.20 


32 


94.74 


5.26 


SO 


87.05 


3.12 


34 


98.98 


.51 


35 


75.33 


16.23 


36 


84.38 


12.50 


38 


70.00 


22.33 


51 


53.34 


6.66 


52 


94.91 


3.82 


39 


82.73 


12.34 


40 


89.10 


m 


42 


100.00 


0.00 


53 


84.72 


0.00 


54 


96.61 


2.26 


43 


87.28 


7.27 







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Seplember 1919 lo February I9?0 

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Fehrnary 26. 1920. 
Dr. S. E. Wcbcr, Superintendent of Sehools, 

Scra)ito)i, Pa. 
Dear Sir : 

In response to your request for a report covering the work of 
the Technical High School for the past two and one-half years, 
I take pleasure in submitting the following : 

When niy last report was made we had just begun work in 
the industrial and household arts courses, and for one year we 
received both Federal and State aid. Because of our double ses- 
sion it was impossible to conform to the Government plan and have 
a six-hour day, so Federal aid was discontinued. State aid, how- 
ever, is granted each year. 

More room is very much needed for both academic and shop 
work. The five thousand dollars ($5,000.00) which we might 
receive in the form of Federal aid cannot be had until the double 
session is done away with, and the double session cannot lie done 
away with until room is furnished to take care of the pupils. 

There is immediate need of increased accommodations, for 
machine shop practice. More boys are choosing this branch of 
work than choose woodwork. The present shop is crowded 
beyond its capacity. The classes are too large and there are too 
many mixed grades in a class to get the best results. No teacher 
can do justice to his pupils with more than twenty in a class in 
this kind of work. Some classes have run as high as thirty-eight. It 
has also been necessary to mix with the industrial classes those 
who are taking the regular manual training course which prepares 
for college. This, too, is unsatisfactory and does not lead to the 
best results. 

In order that you may know how many have chosen the dif- 
ferent trades for which there is a choice in the industrial course, 
I submit the following table, grouping them by years rather than 
by hal f years : 

Pattern Cabinet Machine Shop 

Making Making Practice 

4th Year 10 

3rd Year 6 4 13 

2nd Year : 16 34 

1st Year 6 14 65 

Totals 12 34 123 

A grand total of 169 boys are taking the industrial courses. 
Dttring the past year the cabinet making section has made for 
the general department four teachers' desks and eight large 
cupboards. There have been made for the school 35 picture 
frames, 10 typewriter tables, 1 large table and considerable repair 
work has been done. In 1918 there were made for the Boys' 

81 



Working Reserve Camps 9 bath houses 7'x9', and 1 cook shack 
16'xl6'. The material was furnished by the State. 

The Household Arts Course has not grown as hoped for. 
There are now seventy-two in the course. That they have ac- 
complished and are now accomplishing a great deal, one can 
readily see by the following list of garments made on outside 
orders where the material has been furnished by those giving the 
orders; this in addition to clothing and dresses made for them- 
selves, together with the regular instruction work. Several orders 
have also been filled gratis for family or friends. 

Undergarments Amount Received 

28 Camisols $ 12.00 

36 Chemise 18.00 

24 Paris Bloomers 12.00 

28 White Petticoats 14.00 

20 Night Gowns 15.00 

Outer garments 

38 Hats $ 48.00 

12 Men's Shirts 12.00 

12 Ladies' Aprons 6 00 

14 Children's Aprons 5.00 

4 Evening Dresses 20.00 

12 Shirt Waists 12.00 

18 Dresses 70 00 

8 Dresses Altered 15.00 

6 Coats Lined 12.00 

12 Wool Skirts 12.00 

18 Cotton Skirts 8.00 

12 Dolls Dressed 6.00 

4 Velvet Bags 4.00 

Totals $301.00 

Thus it will be seen that the girls have made three hundred 
and six (306) garments, receiving in return three hundred and 
one ($301.00 ) dollars. Some of the work has been done in school 
imder the supervision of the instructor and some of it in the 
home, but all accomplished through experience gained by taking 
this course. 

I have not mentioned the other courses of work, for there 
has been no special change except what will be mentioned later. 
The graduates of the Commercial Courses are, with but few ex- 
ceptions, holding positions with credit to themselves and to the 
school from which they were graduated. A larger number of 
graduates from the manual training courses are attending normal 
schools and colleges than ever before and those who have not gone 
to other educational institutions are doing well in positions for 
which the school fitted them. 

The lunch room is now as well established as could be ex- 
pected, scattered as it is over two buildings. The pupils in the 
cooking classes are getting a great deal of experience in cooking 

82 



in large quantities and the results seem to be satisfactory. The 
girls show a fine spirit in their willingness to help. By beginning 
five minutes earlier in the morning and extending the session five 
minutes at the close, we now have a twenty-minute intermission. 
Checks are on sale before school and at intermission by the older 
pupils. No money is received at the counter. That a large lunch 
room is very much needed goes without question. 

Classes in salesmanship were begun in February, 1919, and 
have been quite successful. The present arrangement of allowing 
pupils to drop either their bookkeeping or American history and 
civics in the middle of the subject is not satisfactory, however. 
If the salesmanship classes are to continue as a part of the Com- 
mercial Course then it seems as if the two very important sub- 
jects mentioned should be adjusted in some way so that the work 
of each could be completed and not left half done as at present. 

The summer school work during last summer was an un- 
doubted success. Under the present ruling a pupil failing in a 
subject must repeat that subject unless made up before the half 
year begins. During the summer it is possible for a pupil to 
make up a subject in which he failed during the last half of the 
year, but a failure during the first half of the year cannot be 
made up ; it must be repeated. Could not pupils be allowed to 
take a delinquent subject or even two delinquent subjects during 
the summer so that they could go ahead and graduate with their 
class, even though they had not had the subject in school, due to 
the fact that there was a failure during the first half of the 
year? It does not seem quite a fair distinction to make between 
a failure in the first half and a failure in the last half of the year. 
In other words, a pupil is penalized for failure in a subject the 
first half of the year, but if he fails during the last half he is 
given every opportunity to make it up. 

The appointment of a school nurse has already been attended 
with excellent results. Though the work was only begun on De- 
cember 10, 1919, over two hundred cases have come under oliserva- 
tion and a number of little troubles have been remedied. One end 
of the lower hall has been made into a very comfortable and pleas- 
ant rest room and is being fitted up with the necessary equipment. 

School activities, the nation over, have become in many ways 
almost as essential as the regular school work. The projected plan 
of a gymnasium would help in athletics and in the physical train- 
ing of both the boys and girls. This training is needed for the 
well-being of all. Slight defects could be remedied before be- 
coming great defects. Leaders in athletics are very much needed. 
Animal spirits properly directed are much better than those mis- 
directed or not directed at all. We need coaches who are under 
the direction of the school authorities and who are interested in 
the school itself. 

83 



An auditorium with a good stage would provide a place for 
debates, public speaking, dramatics and the like, and we need those 
who could help instruct. Not all teachers, no matter how willing, 
can teach or help in these activities that are essential to building 
up a strong school. 

Could not something be done by the district to aid us in this 
respect? We have been fortunate in having many teachers in the 
years that the school has been in existence who have helped loyally 
and well, but who have become tired after having worked for 
years without recognition. No one is especially to blame. It has 
just happened so. 

In addition to the above. I am sending you three tables with 
graphs showing promotions and failures in the various sul)jects 
taught. 

Very truly yours, 

Ronald P. Gleason, 

Principal. 

TABLE I. 
Percentage of pupils at the Technical High School with rec- 
ords of 90% to 100% ; 85% to 89% inclusive; 75% to 84% inclu- 
sive ; 70% to 74% inclusive ; failures and incompletes for the 
semester ending February 6, 1920 : 

TABLE I. 





% 


7o 


% 


% 


% 


% 




90 to 100 


85-89 


75-84 


70-74 


Fail- 
ures 


Incom- 
pletes 


English — 1 


... 20.31 


16.15 


24.50 


24.22 


14.42 


0.00 


English — 2 


... 15.82 


23.17 


24.12 


27.75 


9.14 


0.00 


English — 3 


... 21.14 


16.32 


27.73 


26.10 


8.71 


0.00 


English — 4 


.. 26.25 


18.31 


40.63 


11.69 


3.12 


0.00 


French 


.. 17.7 


12.3 


34.5 


26.0 


9.5 


0.00 


German 


.. 50.0 


22.0 


19.5 


3.5 


5.0 


0.00 


Spanish 


... 19.3 


15.7 


40.0 


15.0 


10.0 


0.00 


Latin 


.. 32.14 

.. 22.0 
.. 7.7 


15.61 

26.0 

15.4 


37.38 
21.40 
54.4 


11.01 

18.6 

22.5 


3.86 
12.0 
.00 


0.00 


Algebra 


0.00 


Advanced Algebra.. 


0.00 


Plane Geometry .... 


.. 17.9 


31.0 


27.6 


16.6 


6.9 


0.00 


Solid Geometry .... 


.. 21.0 


29.0 


43.0 


7.0 


.00 


0.00 


Trigonometry 


.. 17.0 


17.0 


33.0 


33.0 


.00 


0.00 


Commercial Arith- 














metic 


.. 5.4 


7.6 


24.0 


41.8 


21.2 


0.00 


Industrial Mathe- 














matics 


.. 17.0 


22.7 


30.6 


11.3 


18.4 


0.00 


Ancient History ... 


... 12.50 


25.74 


42.65 


16.17 


2.94 


0.00 


English History 


.. 14.93 


12.44 


39.31 


22.88 


6.96 


3.48 


American History 














and Civics 


.. 8.15 


16.26 


34.89 


33.72 


5.82 


1.16 


Freshman Science. 


... 26.53 


21.67 


21.67 


17.47 


6.47 


0.00 


Junior Science 


... 27.27 


27.27 


45.45 


0.00 


0.00 


0.00 


Physics 


... 15.00 
.. 12.50 


16.25 
32.50 


33.75 
47.50 


25.00 
7.50 


7.50 
0.00 


0.00 


Chemistry 


0.00 



84 



22.07 


23.8 


23.08 


8.5 


0.00 


25.9 


25.5 


5.5 


3.4 


0.00 


23.05 


34.3 


15.8 


1.8 


0.00 


26.1 


39.1 


10.6 


3.2 


0.00 


26.7 


16.6 


1.6 


.00 


0.00 


38.46 


39.63 


6.3 


1.9 


0.00 


24.03 


21.15 


24.03 


.96 


1.09 


30.64 


40.32 


8.06 


.00 


0.00 


30.4 


42.8 


7.4 


1.4 


0.00 


38.1 


40.0 


5.6 


2.7 


0.00 



Bookkeeping 21.6 

Typewriting 39.1 

Stenography 24.8 

Penmanship 20.8 

Applied Art 57.1 

Cooking 14.27 

Sewing 28.84 

Drawing for Girls 20.96 
Drawing for Boys.. 18.0 

Iron Work 13.6 

Woodwork 18.60 34.30 18.60 17.10 10.00 1.4 

TABLE II. 

Showing the percentages of marks by departments in the 
Technical High School for the four vears : 1915-16, 1916-17, 1917- 
18, 1918-19: 

TABLE II. 
Subject Per Cent. Passed Per Cent. Failed 

English 91.32 8.68 

French 95.4 4.6 

German 80.07 19.93 

Spanish 92.0 8.0 

Mathematics 86.2 13.8 

History 95.1 4.9 

Science 93.61 6.39 

Bookkeeping 96.2 3.98 

Typewriting 98.17 1.83 

Stenography 97.29 2.71 

Penmanship 99.7 .3 

Applied Art 97.7 2.3 

Cooking 98.52 1.48 

Sewing 97.56 2.44 

Drawing for Girls 96.66 1.34 

Drawing for Boys 98.1 1.9 

Iron Work 93.5 6.5 

Woodwork 98.0 2.0 

TABLE III. 

Percentage of pupils passed and not passed by individual 
teachers in the various high school subjects at the Technical High 
School for the semester ending February 6, 1920: 

TABLE III. 





Teacher's Number 


Per Cent, of 


Per Ceut. of 


Subject 


(Arbitrarily Assigned) 


Pupils Passed 


Pupils Failed 


nglish 


41 


100.00 


0.00 




51 


98.53 


1.47 




39 


98.4 


1.62 




30 


95.8 


4.2 




58 


97.0 


3.0 




40 


92.77 


7.23 




42 


92.0 


8.00 




38 


91.2 


8.8 




57 


87.5 


12.5 




50 


78.4 


21.6 



85 



French 46 

32 
41 
58 
48 
54 

German Z2 

Spanish 54 

48 

Latin 30 

42 

Mathematics 34 

39 
47 
53 
51 
56 
55 
71 

History 41 

35 
44 
46 
42 
40 

Science 2)2> 

43 
36 
52 
49 

Bookkeeping 31 

44 
38 

Typewriting 45 

Stenography Zl 

Penmanship 2>() 

38 
55 
52 
57 
58 

Applied Art 65 

69 

Cooking 63 

68 

Sewing 64 

69 

Drawing for Girls.... 66 

67 

Drawing for Boys.... 61 

66 
67 
60 

Iron Work 60 

70 
62 

Woodwork 70 

62 



90.5 


9.5 


98.0 


2.0 


87.5 


12.5 


95.0 


5.0 


98.0 


2.0 


95.2 


4.8 


95.0 


5.0 


97.0 


3.0 


97.0 


3.0 


96.14 


3.86 


100.00 


0.00 


97.7 


2.3 


86.3 


13.7 


95.1 


4.9 


91.9 


8.1 


79.5 


20.5 


84.4 


15.6 


78.8 


21.2 


79.7 


20.3 


97.85 


2.15 


93.2 


6.8 


97.4 


2.6 


91.6 


8.4 


89.5 


10.5 


89.3 


10.7 


100.00 


0.00 


95.53 


4.47 


100.00 


0.00 


85.81 


14.19 


93.52 


6.48 


91.45 


8.55 


91.1 


8.90 


88.5 


11.50 


96.6 


3.4 


98.2 


1.8 


100.0 


0.00 


96.6 


3.4 


100.00 


0.00 


100.00 


0.00 


100.00 


0.00 


100.00 


0.00 


100.00 


0.00 


100.00 


0.00 


100.00 


0.00 


97.77 


2.22 


100.00 


0.00 


92.3 


7.69 


100.00 


0.00 


100.00 


0.00 


96.31 


z:? 


100.00 


0.00 


100.00 


0.00 


100.00 


0.00 


97.0 


3.0 


98.0 


2.0 


100.00 


0.00 


97.9 


2.1 


100.00 


0.00 



86 



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November 1, 1919. 
Dr. S. E. IVcbcr, Superintendent of Scliools, 
Seranton, Pa. 

Dear Sir : 

Herewith is submitted a report of the work of the Summer 
School for students of Central and Technical High Schools held 
in the Central High School building for the six weeks, July 7 to 
August 15, 1919. 

The daily sessions began at eight-thirty A. M., and lasted 
until one o'clock. This time was divided into two periods of two 
hours each, with a half hour's intermission from ten thirty to 
eleven o'clock. The total enrollment was one hundred ninety-seven 
students, of whom forty-two were from Technical High School 
and one hundred fifty-five from Central High School. 

The total enrollment in all classes was two hundred nineteen, 
as there were twenty-two students who were taking two subjects ; 
of this total one hundred eighty-six passed and thirty-three failed, 
making the per cent, of failures a small fraction more than fifteen. 
When it is taken into account that this result was obtained with 
students who had practically all failed to do successful work in 
the regular term, the figures may be considered quite satisfactory. 
One of the faculty indeed says that the work was the most encour- 
aging and efficient ever done by him in an equal period of time. 
The causes contributing to help us to such success as was achieved 
were chiefly: working periods of length sufficient not merely for 
checking but also for directing students' work ; frequent meet- 
ings of the faculty to discuss all questions bearing on the progress 
of the school ; reporting to students on their work at least once a 
week ; and lastly the extreme enthusiasm and loyalty of every 
member of the faculty. 

Respectfully yours, 

M. H. Jordan. 

PROGRAMME OF SUMMER SESSION, HIGH SCHOOLS OF 

SCRANTON, JULY-AUGUST, 1919. 

First Period, 8:30-10:30 Second Period. 11-00-1:00. 

Periods Teacher Subjects Room 

1 Mr. Jordan Geom. A & B 7 

2 Mr. Jordan So. B. Latin 7 

Algebra 

1 Mr. Friedewald French 5 

2 Mr. Friedewald German 5 

1 Mr. Hughes English 3 

2 Mr. Hughes Latin 3 

1 Mr. Niemeyer Bookkeeping 19 

2 Mr. Niemeyer Arithmetic & Alg 19 

1 Mr. Quevedo Spanish 4 

2 Mr. Quevedo Spanish & Alg 4 

1 Miss Clark Science & Eng 8 

2 Miss Clark History 8 

89 



PERCENTAGE OF FAILURES FOR SUMMER SCHOOL, JULY 7 
TO AUGUST 15, 1919. 
By Departments. 

Number Failed Per Cent. 

Mathematics 40 5 12-1/2 

Science 10 2 20. 

History 21 4 19. 

English 27 3 11. 

Latin 41 4 10. 

German 8 0. 

French 36 6 16-2/3 

Spanish 22 7 32. 

Commercial 14 2 14-2/7 



219 33 15-5/73 

November 10, 1919. 
Dr. S. E. IVchcr, Superintendent of SeJiools, 

Scranton, Pa. 
Dear Sir : 

In compliance with your "request, I have carefully considered 
the problem of the Simimer Session for high school students with 
the thought in mind of ottering suggestions, based on our experi- 
ence of last summer, for adoption in future. I believe that the 
time schedule, from eight-thirty to one o'clock, with a half hour's 
intermission, was about right ; but on account of the fact that 
teachers were obliged to meet so many different grades of stu- 
dents in each class hour, / zvoitld recommend that some home work 
might be assigned. 

Registration of pupils for the Summer Session might be 
handled through offices of the two high schools, in order that we 
be perfectly sure that only those who were entitled to register 
should do so, and that they should be registered for the correct 
subjects. I believe that experience has justified the rule that 
seniors only be allowed to make up one new subject, and that 
when they undertake to do so, that they be not permitted to under- 
take any other work in the Summer School. Mr. Niemeyer, who 
conducted the commercial classes, suggested that students in book- 
keeping be required to make a deposit covering the cost of sup- 
plies; if the student attends 90% of the time and finishes the 
work outlined the money should be refunded. 

In connection with the work in the modern foreign languages, 
the suggestion is offered that perhaps it would be advisable if the 
work in these branches could be made somewhat more uniform in 
both high schools. 

I shall look into the experience and practice of other cities 
having summer sessions for high school students and discuss with 
you at a later date any suggestions or information derived from 
such investigation. 

Very respectfully yours, 

M. H. Jordan. 
90 



Scranton, Pa., March 1, 1920. 

Dr. S. E. U'cbcr, Supcriutcndcnt of Schools, 

Scran ton, Pa. 
AIy dear sir : 

In compliance with your request, I submit the following re- 
port of the work in the first five grades for the past two years. 

Home Visitation and Mothers' Meetings 
Throughout the country at large mothers' meetings and home 
visitation have been an integral part of kindergarten work. Pri- 
mary teachers have been slow to adopt these two excellent means 
of bringing into closer relationship the home and the school. 
Desultory work along these two lines was done in some of the 
first and second grades in previous years. 

At the beginning of the present school year it was deemed 
wise to extend the mothers' meetings and home visitation to in- ■ 
elude the first two grades. An impetus was given to this work 
when the Board of Directors kindly gave to each first and second 
grade teacher one-half day a month on which to hold a meeting 
with the mothers of her particular group of children. To further 
strengthen the bond between home and school the teachers of the 
first and second grades were asked to visit the homes of their 
pupils. 

It has been a source of much gratification to note the enthusi- 
asm and the fine spirit of co-operation shown by teachers and 
mothers in all parts of the city. We are ofifering to the mothers 
an opportunity: 1, to study the interests and development of the 
child in school ; 2, to know our methods of presenting the work ; 
3, to see the necessity for regularity and punctuality in attendance 
at school if the pupil is to make the work of his grade; 4, to co- 
operate with the teacher in the formation of certain habits, such as 
cleanliness, obedience, courtesy and truthfulness. We are offering 
to the teacher an opportunity : 1, to note the problems in all kinds 
of homes ; 2, to study the individual needs of the child as viewed 
from these home problems. 

As we are doing pioneer work along these lines it is too soon 
to state definitely what has been accomplished, but the friendly and 
helpful intercourse that has been displayed between mothers and 
teachers cannot fail to be productive of much good to the children 
in our schools. 

In some of the non-English speaking districts the teachers 
through their home visitation and mothers' meetings are endeavor- 
ing to accomplish the preliminary work that is so necessary before 
these mothers can be induced to form groups in the school room 
for the purpose of learning to speak and read the English language. 
The teachers have to overcome the natural timidity of these 

91 



mothers who have failed to keep up with the progress of thetr 
children and husbands, and to gain the co-operation of the latter 
who too often do not desire the mother to become Americanized. 
It is hoped that next year some of the first and second grade 
teachers can conduct classes for non-English speaking mothers. 

Adjustment of Kindergarten and First Grade 

For the past five years we have been striving for a closer ad- 
justment between the kindergarten and first grade in our school 
system. 

We realized that any adjustment made must take into '^Oiisid- 
eration the growth of the developing child, and must emphasize the 
need of preparing the child in the kindergarten for the work of 
the first grade and the need of the first grade building upon this 
foundation. With this in mind, conferences of kindergartners and 
first grade teachers were held; kindergarten pupils and those of 
the first grade met occasionally for games and rhythm work. 

At the beginning of the term when the Board of Directors 
passed a resolution making the kindergarten a part of the school 
system instead of a department by itself the much needed step to 
efifect correlation was taken. This step prepared the way for a 
correlated course of study. Such a course of study is being pre- 
pared by a committee of kindergarten and first grade teachers 
directed by the supervisors of kindergartens and primary grades. 
This course will be ready for use at the beginning of the next 
school term. 

This course suggests for the kindergarten correlation along 
certain definite lines : 

1. The building up through use of a vocabulary of simple se- 
lected words. 

2. A suggested list of stories and poems from which a min- 
imum list will be required. 

3. A minimum list of suggested games. 

4. A minimum amount of suggested manual activities. 

5. Simple number work based entirely upon the work of the 
kindergarten. 

6. The introduction, where the kindergartner desires to ex- 
periment, of definite reading units based upon the list of sug- 
gested words. 

In no case is this work to be formal or separated from the 
other activities of the kindergarten. 

]\Iany pupils enter the first grade who have had no kindergar- 
ten training. An interesting experiment to determine the full 
value of kindergarten training would be to place such pupils in one 
group and those entering from the kindergarten in another gtoup, 

92 



Grade Meetings 

The monthly grade meetings that had proved so helpful and 
successful in previous years were continued. Last year, the drst, 
second, and third grade teachers whose pupils were of non-Engl'sh 
speaking parentage met together to discuss their particular prob- 
lems. The handicaps of the child who enters the first grade with 
little or no English, and the best means of overcoming these handi- 
caps were the two vital questions. We decided that certain changes 
in subject matter, method of presentation and drill exercises must 
be made in teaching reading and language if we expected to over- 
come the influence of nationality on achievement. 

We decided to follow in our presentation the natural order : 
speak, read and write the English language. This would naturally 
lead to the building up by use of a vocabulary made up of usable 
words, whether these words were found in the basal reader or not, 
all such words to be taught in sentences not as isolated words ; to 
the use of material that could be developed through dramatization; 
to the checking of our work to determine whether we were reading 
words to the neglect of ideas ; to the emphasizing of drill on phrases 
and groups of words; to the use of conversation lessons ab:)ut 
familiar things, and to the stressing of oral composition. 

At the grade meetings this year each grade has discussed 
problems of interest to that particular grade. The first and sec- 
ond grades discussed occupation work. An exhibit of suitable 
work was held in the Assembly room of the Administration Build- 
ing. Later this work was classified according to subjects and a 
selection made of what was best to be used at different periods of 
the day. 

The value of games in the teaching of arithmetic was also 
considered, and many interesting games were demonstrated. 

Mothers' meetings and home visitation were discussed at two 
meetings. The teachers gave their personal experiences on the 
benefits and manner of conducting these two new lines of work, 
and at a later meeting some definite topics for use in mothers' 
meetings were worked out. 

The problem for the third, fourth, and fifth grades has been 
Silent Reading. Certain specific exercises for increasing the rate 
and comprehension of silent reading were given, and the results 
of these exercises were discussed at later meetings. The results 
of the Courtis Silent Reading tests were also dicsussed. 
Educational Measurement. 

Measurement of work in Silent Reading has been the special 
problem emphasized. The adult reads silently for the purpose 
of gaining information. Our pupils must be trained to compre- 
hend what they read if they are to meet with success in school 
life and later in community life. 

93 



To compare intelligently our work in Silent Reading with 
that of other communities we used the Courtis Silent Reading 
tests. These tests measured the ability of our pupils in num- 
ber of words read per minute, questions answered in five minutes, 
and how much the pupil comprehended of what he read. 

The first of these tests was given in November, 1917; the 
second in May, 1918, and the third in January, 1920. 

Chart I gives a comparison of the results of the first and third 
tests and shows what has been accomplished in Silent Reading in 
two years. 



Grade 
III. 



IV. 
.V 



One of the most interesting facts brought to light through 
the use of standard tests was the wide range of variation in com- 
prehension shown by the pupils of the same grade. Chart II 
shows the variation in quality of comprehension in grades three, 
four, aiul five in the test given in January, 1920. 

Chart I shows that our medium rate of reading is but slightly 
below the standard. Chart III shows the wide range of variation 
in rate of reading in grades three, four, and five. Some of the 
third grade pupils are below the standard set for the second grade 
while others are above the standard set for the fifth grade. Sim- 
ilar conditions exist in the other two grades. 





CHART 


I 










Ques- 


Index of 






Test 


Words 


tions 


Comp. 






Nov., 1917 


96 


^0 


58 


Scranton 




Jan., 1920 


109 


21 


78 


Scranton 






113 


24 


78 


Standard- 


-Courtis 


Nov., 1917 


130 


29 


12, 


Scranton 




Jan., 1920 


130 


28 


88 


Scranton 






145 


30 


89 


Standard- 


-Courtis 


Nov., 1917 


146 


34 


86 


Scranton 




Jan., 1920 


172 


35 


93 


Scranton 






168 


Zl 


93 


Standard- 


-Courtis 



94 



PIAGRAM SHOWING PI5TRIBUTI0N OF SCORES IN 
COMPREHENSION. COURTIS SILENT REAPING TESTS. 
GIVEN JAN.AI920. 6800 CHILDREN. 




Nirv-rtr VERTICAL = Percent of pupils 
•^WJ I L HORIZONTAL^ Percent of accuracy. 



The following summary gives the complete results of the 
investigation. Test One: 1. All grades were below the stand- 
ard in words read per minute, questions answered in five mmutes. 
and index of comprehension. 2. A wide range of variation m 

95 



quality of work was shown in all grades. 3. The per cent of 
pupils in the groups designated as guess work and unsatisfactory 
was too large. The per cent of pupils in the satisfactory group 
was too small. 4. Pupils found to be weak in comprehension in 
this test were found, in many cases, to be weak in the other sub- 
jects of the curriculum. 



DIAGRAM SHOWING PISTRIBUTION OF SCORES IN 
RATE' COURTIS SILENT REAPING TEST^t^lVEN 
Pe^cenfo^e JAN. 8. 1920. 6800 CHILDREN. 




96 



Suggested Remedies 

Definite exercises to improve the index of comprehension 
were suggested for the first experimental work. The beginning 
exercises were oral whether the material was taken from the 
reader or some other book. Where the comprehension was poor, 
a reader one grade below the basal reader was used. Where the 
comprehension was good, geography, history, and arithmetic were 
used. After the silent reading of the paragraph by the pupils, 
the teacher asked certain testing questions to see if the pupil com- 
prehended what he read. In this work we insisted that the pupil 
answer in his own words and not in the words of the book. Writ- 
ten exercises followed the oral. The pupil, after the silent read- 
ing of a paragraph, wrote the answers to certain testing questions. 
Special attention was given to the meaning of words through 
dramatization, games, obeying written commands, and matching 
words and pictures. Pupils failing in other subjects through lack 
of comprehension of what was read were given special attention. 
The slow group of a class was encouraged to re-read the selection 
instead of guessing at the answers. 

Test Two: 1. All grades showed a marked improvement in 
words read per minute, questions answered in five minutes, and in 
index of comprehension. There was a marked falling off in the 
group designated as guess work and unsatisfactory and an increase 
in the group designated as satisfactory. There was still a wide 
variation in quality of work. 

Suggested Remedies 
The unit to be read silently was lengthened from one to two 
or more paragraphs, depending upon the al^lity of the class. After 
the silent reading the pupils were questioned by the teacher to 
determine how much was comprehended, or they reproduced orally 
what had been read, without any questioning by the teacher. In 
each grade above the second, a silent reading period was given 
daily. This reading was directed by thought questions placed up- 
on the board. At the beginning of the oral reading lesson these 
questions were answered, together with other questions suggested 
by the pupils. After the silent reading of a story the teacher 
questioned so as to arouse discussion, "What was the most inter- 
esting part of the story?" "Which character did you like best?" 
"Why?" "Would you have done what a certain person in the story 
did?" Pupils were also encouraged to report on library books 
that had been read. Written exercises were also used. After 
the silent reading of a unit, books were closed and the pupils wrote 
the answers to questions that had been placed on the board by the 
teacher. At other times the pupils wrote the main facts without 
the aid of questions. Pupils were encouraged to reproduce con- 

97 



cisely after one silent reading of a unit, the object being to test 
the pupils' power to select important facts. Sometimes they 
wrote the part of the story they liked best, or described the best 
liked character. 

Test Three: 1. A further improvement was made in words 
read per minute and questions answered in five minutes, but still 
in many cases the rate of reading was below the Courtis Standard. 
2. A larger per cent, of pupils had advanced into the satisfactory 
group. 3. The wide variation in quality of work still existed. 

Suggested Remedies 

To improve the rate of reading, tests were given to determine 
the number of words each child could read silently in one minute. 
The third, fourth, and fifth grade teachers made graphs from the 
data obtained so as to enable them to watch the progress of each 
pupil. The exercises that were suggested to improve the com- 
prehension after test two were continued. 

The wide variation in quality of work is the next problem to 
be considered. 

Recommendations 

1. Retarded pupils should be removed from the regular 
grades and classes for such pupils should be established. 

2. An opportunity should be given for all pupils in the first 
three grades to attend a morning and afternoon session. It is 
fair neither to pupils nor to teachers to expect them to accomplish 
in a single session what other pupils and teachers are accomplish- 
ing in a double session. 

3. In the first and second grades the unused floor space is 
inadequate, making it impossible to carry over into these grades 
some of the desired freedom of the kindergarten. The teachers 
are handicapped in games, rhythm work, and dramatization. The 
new systems of reading that have been introduced into many of 
the schools demand space for action work. First grade rooms 
should be equipped with movable seats and with a sufficient num- 
ber of kindergarten chairs for group work. 

4. A low shelf containing books adapted to the grade should 
he in every room. The rate and quality of Silent Reading can be 
greatly improved if the child is allowed free access to these books. 

I wish to thank you for inspiration and suggestion, and the 
supervisors, principals, and teachers for loyalty and hearty co- 
operation. 

Respectfully submitted. 

Katherine E. Moran, 

Supervi^^or of Primary Grades. 

98 



Standard Tests as Applied to Composition 

There is a great need for establishing standards in grading 
compositions. To discover the practice in marking compositions 
in the 7th and 8th grades the superintendent of schools requested 
the 7th and 8th grade teachers to mark mimeograph copies of typ- 
ical 7th and 8th grade composition. The mimeographed copies are 
reproduced in this report in the form on which the teachers based 
their ratings. 

It is to be noted that the range of variation in the 7th grade 
runs as high as 70% on the rating of the second composition. In 
the 8th grade the highest variation is 55%, shown in the rating of 
the third composition. In other words, the same composition in the 
judgment of two teachers doing the same grade of work may be 
valued at 25%,, or 95% ; 40%, or 95 7o. 

It is needless to say that there is no justification whatever for 
such extreme variations of marking. The remedy proposed in 
this instance was to find the median rating and allow a range of 
5% above the median and 5% below the median. This range 
determined the median zone to be used by the 7th and 8th grade 
teachers for purposes of judging their own standards of marking. 
Any teacher finding her own rating in any given case greatly at 
variance with the range of marks within the median zone will un- 
hesitatingly call her own judgment into question. The aim of this 
experiment was to refine standards of judging quality of work in 
composition so that more effective results might be accomplished 
in the future. 



99 



COMPARATIVE SCALES OF MARKING SEVENTH GRADE 
COMPOSITIONS. 



Dog 


Girl 


Garden 


Manual 
Training 


Lake 

WiNOLA 


Tele- 
phone 




2-30 

4 1-40 

1-60 


125 
1-35 

16 1-58 

10-60 

1-62 

1 65 


2-35 
1-40 
16 3-50 
1-55 
9-60 


1-50 

5 2-60 

2-65 


1-60 

13 1-70 
^■^ 4-75 

7-80 


2-5C 
ifi 2-55 
^^ 10-60 

2-65 


b% be!ow 
Median 
Column 


15 6 70 
^^ 9-75 


14 8-70 
1^ 6-75 


7-65 ■ 5-70 

14 1-68 17 9-75 

6-70 1 3-80 


iR 7-85 
^^ 9-90 


11 3-70 
11 8-75 


Median 
Colunm* 


7-80 
6-85 
19 2-90 
3-95 
1-98 


1-78 
4-80 
9 2-85 
1-90 
1-95 


2-75 
4-80 
9 1-90 
1-95 
1-98 


4-85 
6-90 

16 3-95 
1-97 
1-100 


5-95 
8 2-98 
1-100 


9-80 

12 1-86 

2-95 


b% above 
Median 
Column 


75 


70 


65 


75 


85 


70 


Median 


68 


70 


63 


50 


40 


.- 1 Range of 
"*^ Variation 



*This column includes marks between 5 per cent, and 5 per cent, below 
the median. 

Manual Training. 

Every girl should go to manual training. It is very nice to 
know how to cook and sew. At Christmas, you can save money 
if you can sew, by making the presents yourself, and at home if 
your mother is sick, or goes out for a day, you can get your own 
dinner. If you have a party you will not have to bother your 
mother, because you could make your own cake and candy. You 
can learn a lot at man vial training, if you go every lesson and pay 
attention to the teacher. 

Our Trip to Lake Winola. 

Last summer my mother and I went to Lake Winola for the 
day. We went over towm to the Northern Electric station, bought 
our tickets, and got on the car. 

When we arrived, we went for a walk around the lake. When 
we returned from the walk, we went to a cottage where some 
friends of ours were. We stayed there for dinner. After dinner 
our friends got ready to go for a walk in the woods we went with 
them. On our way we gathered some flowers. 



100 



Then it was late in the afternoon. We went clown to the 
station because we were going home on the next car. When the 
car came our friends left us so we got on the car and left for 
Scranton. It was 8:30 P. AI. when we arrived home. Having 
spent a very pleasant day. 

A Dog. 

A dog as we all know is a domestic and intelligent animal. 

There are many breeds of dogs some are, — fox terrier, bull 
terrier, rat terrier, scotch collie, shepherd and many others. 

The dog is useful in w^ork and joins in the fun also. Some 
are good for hunting while others are good for other purposes. 

The Description of A Girl. 

She has large black eyes and very expressive. She has teeth 
like pearls. A rich and white sunburnt complexion and hair of 
glossy blackness — put and fixed beautifully on her forehead and 
ears — and her hair in the back is braided beautifully and is long 
andt hick. She dresses l)eauti fully — just as a girl should — with all 
kinds of dresses — She is not tall or short — l)ut — just the right 
stature for a girl. 

How TO Care for a Garden. 

It is very interesting to care for a garden. When your done 
planting your seeds, and when the vegetables are up, or whatever 
you planted. First you hoe between the rows, and you pick the 
small weeds that you can not get at with the hoe. And if the 
weather is hot, and does not rain often, you should water the gar- 
den every night when the sun is going down. 



101 



COMPARATIVE SCALES OF MARKING EIGHTH GRADE 
COMPOSITIONS. 



Charlie 


Book Rack 


Experience 


CuUNTK Y 

Church 




4-50 


1-58 


1-40 


1-50 


0% below 


10 ^'^^ 
^" 1-67 


>o Ifs 


1-45 


7 1-55 
' 1-70 


Median 


1-50 


Column 


3-70 


3 70 


11 1-55 
3-60 
3-65 
1-66 


4-80 




7-75 


1-71 


7-70 


6-85 


Median 


n 1-76 


17 1-72 
'^ 9-75 


1-72 


1-88 


Column* 


3-80 


15 1-73 


30 14-90 






6-80 


5-75 
176 


2-93 
7-95 




1-83 


1-82 


1-78 


^ 1-96 
^ 1-99 


55? above 


4-85 


Q 6-85 
^ 186 


5-80 


Median 


187 


io 3-85 
^•^ 1-88 




Column 


1-88 
^^ 2-89 


1-90 








1-90 






2-90 




2-95 






3-95 










196 










76 


32 


55 


90 


Median 


46 


32 


73 


49 


Range of 
Variation 



This column includes marks between 5 per cent, above and 5 per cent, 
below median. 

Charlie. 

His face was very cheersome looking with red cheeks that 
showed that he was a healthy lad. His hair was of a rtisty color 
and had broad shoulders. His arms were so long that the sleeves 
in his shirt only reached to the middle of the forearm. He wore 
a hat of the country style with a very broad rim. His overalls 
were blue and were covered with patches. He was seldom seen 
wearing shoes or stockings and was usually fishing. 
How TO Make a Bookrack. 

To make a bookrack you get two boards twelve inches long 
one inch wide and three-forths inch thick, and plane them to a 
smooth surface, then you get two boards nine inches long one inch 
wide and three-forths of an inch thick from these four boards 
you make two cross-lap joints. Then you make two boards 
eighteen inches long three inches and one half an inch thick then 
you measure in two inches from each end and make a grove one- 
forth of an inch deep then you nail these boards on the cross lap 
joints. 

102 



My Most Exciting Experience. 

One day we got the horse and wagon ready, and was soon 
on our way to the lake to catch some fish for supper. 

We were going for a long time and after a long and tiresome 
ride we reached the lake safetly. We got the hoat ready and was 
soon on the lake, we got ten large fish and it was getting dark, 
so we started for shore, when we got on shore we got the wagon 
ready, and was soon on our way home. 

When we turned a short curb, we saw a bear coming down 
the road. We did not take no guns with us, only a small knife 
to clean the fish, when he got close he made a spring for me but 

I ran the knife in his heart, and he fell down dead. We put him 
in the wagon and was soon home. 

A Country Church. 

A little back from the road, which runs along the bank of a 
river, is a little white church. There is a flight of stairs leading 
up to it. On the right hand side of the door is a sign with the 
name of the minister and services written on it. Inside the dorr 
is a little lobby. In one corner of this is a little table with hymn 
books on it. The room in which the services are held is very 
large. Oil lamps are hanging from the ceiling and some are hang- 
ing from posts. Strips of red carpet are laying on the floor. An 
organ is standing in the corner. A woman is playing and some 
children are singing. 

RESULTS OF SPELLING TESTS GIVEN DECEMBER 3, 1919. 
AND APRIL 29, 1919. 

Grade Date Median Grade Date Median 

II December 58.4% VI December 75.6% 

April 82. % April 83.5% 

III December 77.8% VII December 77.8% 

April 80. % April 80. % 

IV December 72.57^ VIII December 85.5% 

April 77.87o April 85. % 

V December 11.1% 

April 82.8% 

Note — The words used in the tests were taken from the Ayres' List and 
were incorporated in sentences. 



103 



PIAGRAM SHOWING PISTRIBUTION OF SCORES IN COM- 
PREHENSION. MONROE SILENT REAPING TE5T5 GIVEN 
JAN..6.I920. 5001 CHILPKEN. 




104 



PIAGRAM SHOWING PI5TKIBUTI0N OF 5C0RE& IN 
RATE. MONROE 5ILENT REAPING TE5T5,GIVEN JAN. 
8,I9Z0. 5001 CHILPKEN. 




rjQ-^cT VERTICAL = Ffer-cenI- of pupils 
HORIZONTAL'-Fbrcenl-of-accuracv 



1U5 



DIAGRAM SHOWING DISTRIBUTION OF SCORES 
IN ACCURACY- STONE REASONING TESTS. 
GIVEN PEC. 1918. 7500 CHILDREN. 




30 40 30 60 7b 
VERTICAL =Ffercenl-of pop.ls. 
NOTE HORIZONTAL- Percent" of accuracy. 



106 



PIAGRAM SHOWING PI5TRIBUTI0N OF 5C0RE5 
IN ACCURACY. STONE REASONING TE&T5,GIVEN 
MAY 1919. 7500GMILl?KEN. 




107 



DIAGRAM SHOWING DISTRIBUTION OF SCORES 
IN RATE- STONE REASONING TESTS, 
GIVEN PEC.I9I8. 7500 CHILDREN. 



\ 
iiiiiiiit\ 



^^^^%/n//^ 



m 



w, 



/a\\\\\W///^//i 



GRACEV 
MEPIAN3iO 



GRAPEYI 
MEPIAN4.2 




NOTE 



23456789 
VERTICAL = Percent- of pupils. 
HORIZ0NTAL= PerrenI- of- accuracy 



108 



PIA6RAM 5H0\NIN6 PI5TRIBUTI0N OF SCORES IN KATE- 
STONE REASONING TE&T6^ GIVEN MAY 1919. 
7500 GHILPREN 



GRAPEV 
MEPIAN3.6 



GRAPETZr 
MEPIAN5.9 




Oro S I tol9 2to29 3toi9 4to49 5roi9 6t<,<),9 7t«79 8to83 9>o99 r(»oia9 lltl>ll9 12(oll9Hloll3l«toltfl 
VERTICAL^ Percenh of pupils 
'^^ ' L HORIZONTAL' Percent of accuracy. 



109 



REPORT OF KINDERGARTEN 

Dr. S. E. Weber, Superintendent of Selwols, 

Scranton, Pa. 
Dear Sir: 

I herewith submit the report of the Kindergarten Department 
inchiding a record of activities and progress since the report last 
pubhshed in 1918. 

Since that date two additional kindergartens have been estab- 
lished making at present a total of thirty-three with the same num- 
ber of teachers. 

Until the present school year the kindergartens were con- 
ducted with one session and the enrollment limited to thirty-five 
children in a group which attended during the morning hours 
from nine to twelve. 

Since mid-year promotions were established in the school, the 
plan of receiving a new group of children each February and plac- 
ing them with a class which had already five months of kinder- 
garten training was not altogether satisfactory; therefore, with 
the beginning of the present school year a new plan was adopted. 

The children are admitted twice each year as before, the older 
group attending the longer morning session between the hours of 
nine and eleven-thirty, while the younger group attends the after- 
noon session from one-thirty until three-fifteen. Each group is 
limited to twenty pupils and this allows each teacher a total enroll- 
ment of forty pupils. 

At the beginning of the second term in February the kinder- 
garten's are depleted by promotions, inclement weather and sick- 
ness. If the winter is an open one new children will enter but 
not in sufficient numbers to make up the loss. Ordinarily, how- 
ever, it is possible to regain the full quota by Easter. 

The kindergarten, in order to give its maximum of service, 
must not only be recognized as an integral and essential part of the 
school system but a constant effort must be made to make provision 
for its place equal to that of the other departments of the school 
organization. 

Although the kindergarten has been a part of our school 
system for many years, it has been to the disadvantage of both 
kindergarten and the school that it was not a part of the admin- 
istrative unit of the school with which it was connected. Under 
the new plan, the principal is now taking a fresh interest in the 
kindergarten because it has been placed under the administrative 
unit of his building. 

110 



The kindergartners and first grade teachers, with the super- 
visors, have been cooperating to work out an important problem; 
namely, that of putting the work and methods of the kindergarten 
and first grade upon a new basis, each department seeking for a 
deeper insight into the method and practices of the other. 

There have been many changes in the procedure of the kinder- 
garten in recent years. The fact that changes are still in progress 
is significant since it shows that the kindergarten is adjusting itself, 
as are other departments of education, to present day thought and 
conditions, as it must do if it is to function as an organic part 
of the educational system and perform the service that it should 
in the education and life of the child. 

New methods have been established and newer and better 
equipment has been adopted in our kindergartens that they may 
carry out more efficiently the principle for which the kindergarten 
stands — that of education by means of children's activities, an 
education to meet their present needs and interests and their grow- 
ing powers. 

Means are provided to give the children opportunities for the 
exercise of independence and initiative and in the various forms of 
kindergarten procedure an excellent training is provided to de- 
velop self-control and practical citizenship. 

The kindergarten teachers meet twice each month for con- 
ference. During the past two or three years many young teachers 
have entered our teaching force. The younger group of teachers 
has met with the supervisor once each month for special study in 
program work and discussion of various kindergarten procedure, 
while the entire number of teachers in the department has met 
another afternoon for study and conference and to consider gen- 
eral topics related to our work. 

Some of the books studied are "The Use of the Kindergarten 
Gifts" by Fulmer ; "Kindergarten Theory and Practice" by At- 
wood and various articles pertaining to our work found in the edu- 
cational magazines or reports of the proceedings of the Inter- 
national Kindergarten Union. We have also considered the content 
of the pamphlet issued by the Kindergarten Department of the 
Bureau of Education, "The Kindergarten Curriculum." Occa- 
sionally the teachers and supervisors of the kindergartens and first 
grade have met for demonstration of plays and games, rhythm, 
etc., and reading and tone production. 

It is an old custom in the kindergartner's experience to do 
home visiting and to hold mothers' meetings in the kindergarten 
each month. This has always been considered a part of the 
kindergartner's duties and has been continued each year. 

Sometimes requests have come from the parents for an even- 
ing meeting when both father and mother could attend. The 

111 



teachers have then opened the kindergarten room for the purpose, 
planned a program and a social evening to interest l)0th parents 
in the kindergarten activities of the children. 

The mothers' meetings have been instrumental in helping 
non-English speaking mothers to understand and appreciate the 
customs and ideals of our coimtry. 

Since the war a renew^ed realization of the importance of the 
v^ork with the non-English speaking mother has resulted in the 
necessity for kindergartners to use their training and powers more 
consciously along the lines of Americanizing the foreign-born 
parents. With the organization of definite Americanization class- 
es in the schools, three afternoon classes for women were estab- 
lished during the year 1917-1918 and conducted in the kinder- 
garten room; later these classes were transferred to the evening 
schools where the father and mother have been able to attend 
together. Since 1918, six additional classes have been organized 
in the various centers and after school hours these mothers have 
been taught by kindergarten teachers to speak, read and write the 
English language, and the rudiments of arithmetic, thereby enab- 
ling them to maintain the respect and regard of their children and 
to become a social and civic asset to their community and to the 
country. 

During the period of the war they were given demonstrations 
of various useful household activities relating to health, food, 
clothing, etc. 

The value and the possibilities of the kindergarten as an 
agency for Americanization work, both among children and adults, 
have been clearly set forth in your article on "The Kindergarten 
as an Americanizer". I am glad that it has been published in the 
March, 1920, number of the "Educational Review" and also issued 
as a special circular by the Kindergarten Department of the Bur- 
eau of Education at Washington. This bulletin will shortly reach 
every kindergartner and probably most educators in the country. 

Our kindergartners were active in various forms of war work 
during 1918-1919, both as individuals and as a group. 

The last "Play Festival" with the kindergarten children was 
given on the Court House Square for the benefit of the Book Drive 
for our soldiers. 

The two special features which are continued from war acti- 
vities are a more definite Americanization work and the memorial 
fund which the Froebel Club has pledged in memory of one of our 
former teachers, Miss Clara E. Gregory, to the work of the 
Kindergarten Unit for France, which unit has established kinder- 
gartens in the devastated regions of that country. The Froebel 
Club meets once each month for a program of special interest, 
including music and social intercourse. 

112 



It is of interest to note that the Educational Committee of the 
Century Club was instrumental in bringing to Scranton Miss 
Julia Wade Abbot, a specialist in kindergarten education from the 
Bureau at Washington, for a lecture on "The Modern Kinder- 
garten" and how it effected changes in the elementary schools. 
She also emphasized the reasons why kindergartens are necessary 
from a pedagogical, physical, and psychological standpoint. The 
kindergartners from Wilkes-Barre accepted an invitation to hear 
Miss Abbot and most of our own kindergartners and first grade 
teachers were present and received much inspiration from this 
forceful address. 

The annual exhibition of school work interests the parents 
and brings many visitors into the kindergartens. The progress 
of the children's work can be followed from their first simple ef- 
forts in the kindergarten up through the grades. 

One of the needs of the kindergartens is space for school 
gardens where the children can plant and nourish seeds and watch 
the germination and growth of the plant, later gathering the fruit 
and seed of their efforts in nature experiences. 

When the weather permits the children have what we term 
"Excursions." The teacher takes her group out of doors to ob- 
serve changes in nature, natural objects, and animal and plant 
life, etc. They also visit various tradesmen and industrial or 
civic activities in the community which may be be of educational 
worth in their kindergarten or home play projects. 

It is hardly necessary for me to emphasize the housing needs 
of the kindergartens for the reason that you have so clearly pre- 
sented the general housing conditions and needs of the Scranton 
schools. However, I will briefly state that of our thirty-three 
kindergartens twelve are in school basements, five are in rented 
annexes or very old school buildings used as such, and four are 
in portables, leaving but twelve which are fairly well housed withii? 
the main school buildings. 

In closing my report I desire to thank you for your unfailing 
support of the kindergarten department. 

Respectfully submitted. 
Elizabeth F. Rice, 

Supervisor of Kindergartens. 

Scranton, Pa., March 26, 1920. 



11.1 



.Scranton, Pa., February 27, 1920. 

Dr. S. E. Weber, Superintendent of Sehools, 

Scranton, Pa. 
Dear Sir : 

I su])mit the following report of the Department of Writing 
for your consideration. 

Our course of study comprises three main divisions. The 
first one covers the work of grades one and two. In these grades, 
the children are taught to gain freedom of movement by means 
of large writing both at the blackboard and at the seats. It is a 
well known fact that young children should not be required to 
make finely adjusted movements. This would be necessary if 
they were taught to produce writing small in size. 

The second division of our course includes the work which 
is done in grades three and four. While fine writing is not i i- 
sisted upon, a legible product written with freedom is the aim. If 
healthful position and correct habits are mastered in these grades, 
good writing will follow. 

The work of grades five to eight inclusive makes up the third 
part of the course. Here, the work is of a technical nature. The 
pupils have had the benefit of the position and movement drills 
in the preceding grades and they are al)le now to produce writing 
that is finer in form. 

Writing Certificates ofifer a good incentive for fine writing 
in the upper grades. For this reason, the pupils of grades six, 
seven and eight are encouraged to submit specimens of their writ- 
ing to the Zaner Company twice a year for the Grammar Grade 
Certificate. Last year 582 of these certificates were granted to 
the students. This num])er includes 45 which were awarded to 
Continuation School pupils. At the conclusion of this half year 
328 certificates were granted to sixth, seventh and eighth grade 
pupils and 41 were won by pupils of the Continuation Schools. 

Semi-monthly meetings are held for the instruction of new 
teachers and others who do not hold the Penmanship Certificate 
of the Scranton Public Schools. The instruction includes the 
methods of presenting the work in the various grades, as well as 
penmanship practice. Last year 54 teachers qualified for these 
Teachers' Certificates. At the present time 45 teachers and substi- 
tutes are attending these meetings. 

Much of the supervision in writing for the past year and a 
half has been by means of measuring tests. The results of these 
tests show where the classes stand with relation to our writing 
goals. The pupils are allowed to write for a given period after 
which the papers are rated for the speed and the form of the 
writing. The specimens have all been measured by the Zaner 

114 



Scales and Standards. After the first test is given, the accom- 
panying chart on which are printed the defects of writing with their 
corresponding causes is placed in the hands of each teacher. She 
looks at a spesimen of some pupil's writing or she observes him 
while he is working to see what it is that makes the product unsatis- 
factory. A pupil's writing may be too straight. On the chart, four 
suggestions are given for this fault. The writing arm may be to.o 
far from the body, the fingers may be too near the pen point, the 
index finger alone may be guiding the pen or the position of the 
paper may be incorrect. By watching the pupil at work, there 
is an opportunity to determine the cause for this straight writing. 
When this has been done, the teacher directs the pupil to change 
the position of the arm, hand or paper to secure better results, 
in the same manner, other common faults are enumerated such 
as writing that is too heavy or too light, writing which is too irreg- 
ular or writing in which the spacing is too wide or too narrow and 
suggestions are given for overcoming them. Thus, the individual 
pupil is instructed in methods by which he can break up bad hab'ts 
and improve in waiting. Those who really wish to do better 
writing are made to feel responsible for their own progress. The 
improvement made when a second test is given has been gratify- 
ing in most cases. Not only the work of a few individuals but 
the work of schools as a whole has been benefited by this method. 

I submit several of the graphs which indicate the progress 
made in many of the schools where these w^riting measurements 
have been given. 

Defects in Writing and Their Causes 
defect cause 

[ a. Writing arm too near body. 

1 T- 1 1 . i b. Thumb too stiff. 

1. ioo much slant <^ _, . . . . _ 

c Pomt of pen too for from finger. 

[ d. Paper in wrong position. 

r a. Writing arm too far from body. 

2. Writing too j b. Fingers too near pen point. 

straight ) c. Index finger alone guiding pen. 

[ d. Incorrect position of paper. 

3 Writing too f ^- ^^^^^^ ^"^^^ pressing too heavily. 

heavy i '^- ^^^'^^^ ^™"^ P^"- 

I c. Penholder of too small diameter. 

I a. Pen held too obliquely or too straight. 
4. Writing too light -j b. Eyelet of pen turned to side. 

c. Penholder of too large diameter. 

115 



f a. Lack of freedom of movement. 

5. Writing too ir- I b. Movement of hand too slow, 

regular ] c. Pen gripping . 

[ d. Incorrect and uncomfortable position. 

^ c • r 1 . . ^ .^ I a. Pen does not progress to the right fast 

^ ' ^, ' "I enough. 

b. More lateral movement needed. 

7. Spacing of letters a. Pen progresses too fast to the right, 

too wide - b. Too much lateral movement. 



8. Letter formation -I 



a. Loops not open. 

b. Frequent pen liftings. 

c. Word endings blunt. 

d. Letters not closed. 

e. Parts of letters omitted. 

f. Parts of letters added. 



n -,,r •,• 4- 'I- Thumb too stifif. 

Jula? ''"' ^ ^- P^"l^^l^l^^- too lightly held. 
*' c. Alovement too slow. 



10. Size 



I a. Too large — Movement uncontrolled. 
' b. Too small — Excess finger action. 



It gives me great pleasure to state that progress in the writing 
has been noticeable. I wish to express my sincere appreciation 
to you for your interest and helpful suggestions. To the princi- 
pals and teachers I extend my thanks for their worthy efforts 
which have made improvement possible. 

Very truly yours, 

Hazel E. Smeed, 

Supervisor of Writing. 



116 



%3B 3_/R 4B 4f\ 5B 5/^ 6B 6/^ 7B 7/1 QB Qf\ 



85 



80 

75 
ID 
65 
60 
55 
50 
45 
40 
35 
50 



1 


1 


1 


1 


1 


1 


1 


1 


1 


1 


1 1 
















































































/' 





--' 








\ 

\ 










X 


\ 






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1 
1 


"-.^ 


/ 

/ 

1 
t 
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r 

^ 
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/ 


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WRITING QUALITY (D^f\?H 

Quality £c|uc(ls FORM ^erc&n^ addeol to SPEEP percent 

RESULT OF 9 SCHOOLS 
FirstTest 

Second Test _. _». 

ZaneK Median 



4 months later 



117 



7o3B 3A 4B 4A 5,B 5A 6B 6A 7B 7A OB 5A 

90 



65 



80 
75 
70 
65 
60 
55 
50 
45 
40 
35 
50 





















































































/ 






/ 
/ 


\ 

N 


* 

/ 


\ 




N 

s 

N 








'^ 


N 
V 


// 


M ^ ^ ^ 














/ 






/ 





































































































































WRITING QUALITY GRAPH 
Quality ec]ual5 FORM percent" added to 5PEIEP percenf" 
RESULT or 7 5CH00L5 

Tir^tTest 

5econdTe5t 4monfh5 \cK\e.r. 

Zaner Median — ^— ^^-n ^^^^-^^^ 



118 



3A 4B 4/\ 5B 5A 6B GA IB 7A 33 &A 



8S 
























80 
7S 




























V 


















70 

6^ 




f 

/ 


\ 

\ 




.-^ 


s. 




.^' 


\, 








/ 

/ 

— t 


V 

i 

1 


\ 


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— N 


"^ 


i 


60 




/ 

* 

/ — 


1 

1 
1 
1 

—§■ 


\ 
\ 

\ 
\ 
\ 


• 


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/ 
/ 




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T- 

/ 
/ 

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55 


"**"- 


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/ 


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50 




/ 
/ 
/ 

/ 


















/IS 
























AO 
























"^5 
























^n 

























WRITING QUALirr GRAPH 
RESULT OF I SCHOOL 



First Test 
Second Test 
Z q n e r M e ci / a n 



5monfhs later 



119 



%5B 5A 46 4A SB 5A 68 6A 7B ZA SB 8A 



6S 
80 



75 
70 
65 
60 
55 
50 
45 
40 
55 

50 















































i 


\ 




1 














.^ 




\ 


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1 


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w 


V^ 


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/ 


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1 

1 ; 


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1 

1 








< 

\ 








> 


1 
1 
1 

1 












s 


• 








1 
1 
1 
1 















































































































WRITING QUALITY GRAPH 
RE5ULT OF I SCHOOL 

Fi rsi" Test --- 

Second Test -^ 4months later 

Th i re/ Test j, i i i i— i i i i "h rr^or\\)r\s later 

Zaner Mec//c< n ___^___«-«_^-___ 

120 




121 




o 



w 



Q 



u 



122 



Scranton, Pa., starch 1, 1920. 

Dr. S. E. Weber, Superintendent of Schools, 

Scranton, Pa. 
Dear Sir: 

I take pleasure in presenting for your consideration my report 
for the past year and one-half. 

■ I am pleased to say that the work in drawing is steadily im- 
proving. 

Our course of study embodies progressive lessons in object 
drawing design, perspective, color and Industrial Art. Picture 
study and story illustration are also taken up in correlation with 
the language and composition work. 

This year, through your kind consideration, we had a week 
of very valuable instruction along Industrial Art work. Many 
new industrial problems have been taken up and the results of a 
half years' work along this line have been shown in the exhibit 
of this work, held in the Administration Building recently. The 
photographs of this exhibit show the veriety of projects under- 
taken by the pupils in the elementary grades. These articles are 
both useful and ornamental, and inexpensive at the same time. 
I do not think it will be out of order now to suggest that the 
Board of Education provide us with materials to carry out these 
industrial problems more extensively. In all cases this year the 
materials were furnished by the children themselves or by the 
teachers. Present conditions have made the demand for this line 
of art work greater than ever before. 

I beg to call your attention also to the number of children 
throughout the city who are daily denied the opportunity of re- 
ceiving instruction in drawing. This, of course, is due to the 
number of children who are on part time owing to crowded con- 
ditions. There are two pre-eminent modes of expression; one by 
the use of language, the other by the use of line. One is as in- 
dispnsable as the other. I think every child in the public schools 
is entitled to instruction that will develop facility in the use of 
both. 

Since my last report, I have had the good fortune to attend, 
through the courtesy of the Board of Education, the Eastern Arts 
Association, meetings in New Haven and in New York City. I 
also attended the Educational Congress called by Dr. Thomas E. 
Finegan, State Superintendent of Public Instruction. These 
meetings were the source of much valuable information to me. 

In closing this report I wish to express my sincere appre- 
ciation of your support and always encouraging attitude, and to 
thank the teachers for their hearty cooperation in the work. 

Very respectfully submitted, 

Angela G. Blewitt. 
Directress of Drawi g. 
123 



Dr. S. E. IVchcr, Superintendent of Schools, 

Scranton, Pa. 
jMy dear sir: 

I have the honor of submitting the following report of the 
Music Department of the Scranton Public Schools, covering the 
vv^ork of the department up to June, 1919. 

A most satisfactory response has been secured from both 
teachers and pupils, in consequence of the introduction during the 
last year of the Hohis Dann music course in two of our schools. 
There is a very evident difference between the new and the old 
harmonic series. This is particularly noticeable in the abundance 
of well-graded sight-reading exercises. An obvious advantage 
is the large type in which the symbols appear. In the second and 
third-year books the method of the author is clearly revealed — 
"one language at a time." The songs have been carefully edited. 
Many modern composers are represented in the course, in com- 
pany with the old. Valuable assets are the folk songs of many 
different nations. 

Examinations were conducted in music last year, in January 
and in June. The tests included one sequential, written dictation, 
and one sight-reading exercise, involving in each case the material 
covered throughout the semester. 

An outstanding feature of the past year was the interest 
manifested by the meml)ers of the grade school orchestra who at- 
tended the regular Saturday morning rehearsals held during the 
year. The ensemble work brought out, during this period of 
practice work, a great many gratifying individual results. The 
orchestra played at the High School Commencement. In Sep- 
tember, 1919, fully a dozen members of the grade-school orchestra 
entered the High School orchestra, wdiicli has benefited very mat- 
erially from the existence of the grade-school organization. 

In the High School, in addition to Glee Club and orchestra 
activities, a class of Senior girls is studying theory and sight sing- 
ing. I would strongly favor giving academic credit to High 
School students, for work done in the school orchestra, the Glee 
Club, and in special classes in music. Credit for school work, 
satisfactorily done, I believe is due the school accompanist. If a 
plan for giving such credits could be satisfactorily worked out, 
from the administrative point of view, I have no doubt that it 
would serve to strengthen most satisfactorily the musical work of 
the school. Large cities throughout the country even have plans 
whereby school credit is given for the development of musical 
talent outside of school, when students give sufficient evidence of 
having done satisfactory work. I merely make passing mention 
of this matter, in the hope that it may suggest progressive steps 
that could be taken in Scranton likewise, in this direction. 

Respectfully submitted, 

W. \V. Jones. 
124 



Scranton, Pa., February 25, 1920. 

Dr. S. E. ITcbcr, Superintendent of Schools, 

Se ronton, Pa. 
Dear Sir : 

During the past two years much emphasis has been placed 
on Industrial Arts, so that now there is scarcely a school, even in 
the rural districts, where work along this line is not being taught. 

Sewing as a study in the public schools has l^y its commend- 
able results so justfiied itself, that its place in the curriculum is 
no longer questioned. From its narrow beginnings of instruction 
in various stitches, and simple seams it has broadened its scope, so 
as to include, not only practical training in garment making, but 
some knowledge of the material from which garments are made, 
skill in buying, harmony in color, and taste and good judgment in 
choosing and wearing them. It is easy to see the good \vhich 
would result from such a course of instruction both to the girl and 
the home in which she lives. 

Sewing in Scranton is taught in two high schools, eight night 
schools, four centers, four continuation schools, and forty-two 
grade school buildings. 

High School: Excellent work is being done in both of 
these schools, comparing favorably with any which it has been 
our privilege to see. 

Centers : The 7th and 8th grade girls are expected to have 
a lesson every second week. On account of the large classes that 
schedule could not be carried out fully during the last half year. 
The period for sewing is short, but much improvement has been 
made in the past two years, both in the amount and quality of the 
work, for which credit is due to the earnest efforts of the teachers. 
Girls here have their first lessons in the use and care of the sew- 
ing machine. They are required to cut and make several garments 
for themselves. 

Continuation Schools: Nowhere along the line has more 
progress been made than in the continuation schools. On account of 
different circumstances, and at present the high cost of materials, 
an outline, such as is used in the grades, cannot be strictly fol- 
lowed. In one school remodeling, mending, and darning have 
been successfully tried. In all schools every commendable work 
is being done, through the earnest endeavor of the painstaking 
teachers. 

Night Schools : Sewing is taught in eight buildings to 
about one hundred and seventy-five (175) girls. The keen inter- 
est shown by these girls in the work is all the more remarkable, 
when you consider that most of them have worked in stores, shops 
and factories during the day. Here they gain ability in cutting 

125 



and making garments, which is not only of great advantage to 
themselves, but helps in lightening the burden of the home. The 
efficient work of the teachers has resulted in marked progress in 
this branch of th work. 

Grade Schools : There are about 4,000 girls in forty-two 
buildings who are taught sewing by three teachers. These classes, 
consisting of the 4th, 5th and 6th grades, have only two lessons 
a month, the first two grades, having an hour's lesson, the 
third a forty-five minute period. The grade work is well estab- 
lished, and the girls, with scarcely an exception, enjoy it, and do 
well, considering the large classes, (sometimes three grades in one 
class), the long wait between lessons, and the short time given 
to the lesson. 

During the epidemic of 1919 the school children, who were 
Junior Red Cross members, did effiectual work in sending gar- 
ments made in our schools, to both the Emergency Nursery and 
the sick children in the Armory. 

Suggestions: Realizing the need of our work, we urgently 
suggest that some arrangement be made, whereby each class should 
have a lesson every week, as in other cities. 

Several of the Mothers' Clubs connected with the schools 
have asked that they spend their afternoon each month sewing. 
This truly is suggestive of a general awakening to the necessity 
of more of this kind of work. In a neighboring city these club 
women sew for any needy or afiflicted family in their district. 
And since the ravages of influenza it is easy to find homes where 
this heart and hand work is most acceptable. Hand work has 
proven in many cases the key which unlocks the door to the non- 
English speaking women. 

I would also suggest that an outline be furnished the night 
schools, which, while afi'ording a choice of garments, would fol- 
low a general plan. 

We wish to extend to you our appreciation for the interest in 
the work, and to the principals and teachers our thanks for their 
courtesy and fine spirit of helpfulness. 

Respectfully submitted, 
jMary a. Knapp, 

Director Domestic Art. 

March 1, 1920. 
Dr. S. E. IVcbcr. Superintendent of Selwols, 
Scranton, Pa. 

Dear Sir : 

In response to your request I gladly submit the following 
report of the Domestic Science and Art Centers. 

The cooking and sewing taught to seventh and eighth grade 

126 



pupils throughout the city is uniform. l"he aim of the teacher 
in each center is not to make artful cooks of the pupils Init to make 
them careful, painstaking workers. 

The pupils report twice a month at the centers, the eighth 
grade for a three hour period and the seventh grade for a two 
hour period. 

The past year, due to the over-crowded conditions in all the 
schools, a number of 7B classes reported once instead of twice 
a month. These children felt as though they were slighted. 
Pupils need a lesson every week instead of every two weeks. 

The room is ecjuipped for twenty-four pupils. Some classes 
have twenty-five or more pupils. This means doubling up at the 
desks. These conditions cannot be remedied until we have more 
centers. 

The cooking taught the past year was all conservation cook- 
ing. 

In April, 1919, the Conservation Committee had a bread bak- 
ing contest in which they awarded five prizes. The eighth grade 
pupils entered the contest, wdiich was held in the center where 
they were taught. Each center had about two hundred loaves of 
bread to be tested for its good qualities. The bread was sold and 
the money set aside to be used for prizes in the cake contest which 
was to be held this year. Due to the scarcity of sugar the cake 
contest was postponed. 

The sewing taught last year was chiefly Red Cross work. 
The sewing is to give the girl confidence in herself. More work- 
could be accomplished if each center were equipped with more 
machines. This would do away with the time lost in waiting to use 
a machine. 

Teachers' meetings are held every month when school prob- 
lems are discussed. These meetings help to make the work more 
systematic throughout. 

The co-operation of the principals has helped to impress the 
girls with the importance of the work. 

It would aid the teacher in the work if she could be given 
time to visit other schools, where this work is taught, while the 
classes are in session. 

The following is the course of study: 

7B 
Time 1 % hours every two weeks. 
Lesson I — 

Introduction to the Kitchen. 
Stove — Coal range, Gas range. 
Abbreviations. 
Personal cleanliness. 
Care of desks. 

127 



Lesson II — 

Carbohydrates — Starches. 
Baked potato. 
Dish washing. 

Lesson III — 

Cereals. 
Use — kinds. 
Uncooked — cooked. 
Advantages — disadvantages. 

Lesson IV — 

Cocoa. 

Separation of starch grains. 

Long cooking of starch grains. 

Heating milk. 

Beverages (Serving). 

Lesson V^ 

Fruit — proteins. 

Stewed apples. 

Preservation — composition — use. 

Lesson VI — 

Cream of tomato soup. 
Value of cream soup in diet. 

Lesson VII— 

Candy — Sugars. 
Source — Food value. 

Lesson VIII — 

Written Test. 

Lesson IX — 

Proteins — Tissue builders. 
Welsh Rarebit. 
Cooking and digestibility. 
Use as a substitute. 

Lesson X — 

Proteins — Fish. 

Fresh and dried fish. 

Cream codfish. 

Use as a substitute for meat. 

Lesson XI — 

Proteins — Meat. 

Beef stew. 

Nutritive values of tough cuts of beef. 

Lesson XII — 

Baking powder. 
Use of oven. 

128 



Lesson XIII — 

Use of soda. 
Ginger bread. 

Lesson XIV — 

Proteins — eggs. 
Poached egg on toast. 

Lesson XV — 

Milk — cornstarch pudding. 

Lesson XVI — 

Sandwiches. 
Attractive sandwiches. 

Lesson XVII — 

Written test. 

Lesson XVIII— 

Water ice. 

EIGHTH GRADE. 
Time — two hours. 

Lesson I — 

General review. 
Peach short cake. 

Lesson II — 

Acid and salt supplying foods. 
Vegetables — kinds. 
Creamed cabbage. 

Lesson III — 

Macaroni with cheese. 
Tomato sauce. 
Substitute for meat. 

Lesson IV — 

Menu planning — breakfast, dinner, supper. 
Review — laying table. 

Lesson V — 

Batters — mufifins. 
Plain muffins. 

Lesson VI — 

Steaming. 

Steamed pudding — fruit or chocolate. 

Lemon sauce. 
Lesson VII— 

Invalid cookery. 

Tapioca cream. 

Invalid tray. 
Lesson VIII — 

Sugar use. 

Candy. 

129 



Lesson IX — 

Written test. 

Lesson X — 

Review proteins. 

Meat — cuts. 

Beef loaf. 

Lamb chop (demonstration). 

Lesson XI — 

Oven tests. 
Plain cake. 

Lesson XII — 

Eggs as a leavening agent. 
Sponge cake. 

Lesson XIII — 
Yeast. 
Bread. 

Lesson XIV — 

Pastry — plain. 
Lemon merringue pie. 

Lesson XV — 

Pasturization of milk. 
Care of infants. 

Lesson XVI — 

Salad — use in diet. 
Potato salad — dressing. 

Lesson XVII— 

Written test. 

Lesson XVIII— 

Frozen desserts. 
Ice cream. 

SEWING. 

Time ^ hours twice a month. 

Lesson I — 

Review seams. 
Measurements. 

Lesson II — 

Night gown. 
Cutting of garment. 
Pinning seams. 

Lesson III — 

Baste French seams. 
Machine stitching. 

Lesson IV — 

Finish seams. 

130 



Lesson V and VI — 
Place hems. 

Lesson VII and VIII — 
Finish hem. 
Place trimming. 

Lesson IX — 

Finish garment. 



7A. 



Lesson I — 

Review flat seams. 

Bloomers. 

Place Pattern — cutting. 

Lesson II — 

Baste — seams. 

Stitch. 
Lesson III and IV — 

Finish seams. 

Lesson V and VI — 
Finish hems. 

Lesson VII- — 

Place placets. 

Lesson VIII — 

Place band. 

Lesson IX — 

Finish garment. 
Button holes. 

8B. 

Time 1|4 hours twice a month. 
Lesson I — 

Measurements. 
Use of Pattern. 
Cut kimona. 

Lesson II — 

Pin — baste seams. 
Finish seams. 

Lesson III' — 

Make sleeves. 

Lesson IV — 

Place sleeves. 

Lesson V, VI and VII — 
Place trimming. 

Lesson VIII and IX — 
Place hem. 
Finish garment. 

131 



8A. 

Lesson I — 

Garment — slip. 
Cut garment. 
Pin and baste. 

Lesson II and III — 
Finish seams. 

Lesson IV, V and VI— 

Place and sew hems. 
Lesson VII and VIII — 
Place trimming. 
Lesson IX — 

Finish garment. 
Hoping that this report will be satisfactory, I am, 

Respectfully yours, 
Mary L. Walsh, Chairman. 

REPORT OF COMMITTEE ON MANUAL 
TRAINING CENTERS. 

Seventh and Eighth Grades. 

Dr. S. E. Wchcr, Superintendent of Schools, 

Scranton, Pa. 
Dear Sir : 

The following is a report of the Manual Training for the 
Seventh and Eighth grades, with suggestions for possible im- 
provement of this work. 

Early in the Fall of 1919, a committee consisting of W. J. 
Rogers, Chairman; W. J. Fitzpatrick, W. J. Philips, and W. H. 
Scranton, were appointed to revise and bring up to date the Man- 
ual Training for the Seventh and Eighth grades. 

A study was made of many books on woodworking and all 
the courses in Manual Training followed in other cities, that we 
were able to obtain. The first part of this report and the revised 
course of study, is the result of the work of this committee. 

The committee in considering subjects that should be in Man- 
ual Training for the Seventh and Eighth grades, found that the 
time available for the work eliminates many desirable and neces- 
sary subjects. The modern practice in this work for the Seventh 
and Eighth grades is to give the boys opportunity to come in con- 
tact with various lines of industries through school shops, so that 
the boy may discover his interests, aptitudes and ability along the 
different lines. 

132 



The different shops are conducted as near commercial practice 
as possible. Due allowance is made for the boy's age, both physi- 
cal and psychological. 

Elementary iVlechanical Drawing carried far enough to give 
the boys the ability to read working drawings intelligently is a 
subject that 90% of the boys should have mastered before the end 
of the Eighth grade. Until more time is available, by the open- 
ing of more Manual Training centers, it was decided to confine 
the work to bench work in wood, giving the boys a thorough test 
of his interest, aptitudes and ability along one industrial line, 
rather than a superficial smattering along many lines. 

Elementary Mechanical Drawing and experiences along other 
industrial lines, of as equal value as woodworking, have by the 
time available, been eliminated. 

In the new outline of Manual Training for the Seventh and 
Eighth grades, t he changes are mainly in wording and arrange- 
ment of text. 

This was done to give more help to the new teachers coming 
into this work. Some tool operations that led to bad habits of 
tool manipulation have been eliminated, while others have been 
given more prominence to fix them as habits and to speed the work- 
ing ability of the boy. 

The aim of the course has been raised to the Prevocational 
or Junior High School standard, of a test of the boys' interests, 
aptitudes and abilities. 

Following is the revised outline of IVIanual Training for the 
Seventh and Eighth grades. 

MANUAL TRAINING 

Manual Training is at present given to the Seventh and 
Eighth grades. The boys report at the centers once in two (2) 
weeks, the Seventh grade in the afternoon and the Eighth grade 
in the morning. 

The average clock hours, for each class in the centers are 
thirty-five (35) for the Seventh grade and fifty (50) for the 
Eighth grade. 

With this limited time available the work is confined to bench 
work in wood. 

The aim of the course is to teach the boys the use of the com- 
mon woodworking tools and the application of the butt, cross-lap, 
and groove joints, trying to impress a good efficient method of 
handling the tools, careful working of the small details of the 
project, and final cleaning and finishing. 

By having blue-prints of the working drawings for each of 
the projects, we give the boys some insight of the methods em- 
ployed in industries. 

The emphasis is placed on increasingly careful, proper hand- 
ling of the tools and reading the working drawings. 

133 



In the following outline, the work has been divided into 
groups according to the tool processes employed or the joints used 
in the construction of the projects. Each group is divided into 
Tools and Tool-processes, Demonstrations, Related Subject Mat- 
ter, and the Projects in the group. 

Much of the related subject matter will be given during or 
immediately following the demonstrations. 

The time allowed for demonstrations and talks on related sub- 
ject matter should not exceed twelve (12) minutes in any one 
lesson after the first group. 

The number of lessons alloted to each group will vary ac- 
cording to the average ability of the class. 

There are more projects listed than any class can accomplish 
in the time alloted. This allows some choice in the selection of 
projects by the pupil and also cares for the repeater. 

The underlying principle of the course is to test the boys' 
interests, aptitudes and abilities in one industrial line. 

SEVENTH GRADE 

GROUP 1. — Squaring Rough Stock 1%" x 3" x 12" White Pine. 3 Lessons, 



Tools and Tool 
Processes. 



Jack-plane. 

Surface planing. 

Edge planing. 
Try-square. 

Testing for square 
edge. 
Marking-gauge and 
rule. 

Setting gauge to 
size. 

Gauging for thick- 
Planing to width. 

Guaging for thick- 
ness. 

Planing to thick- 
ness. 

Squaring the end 
with try-square 
and pencil. 
Back-saw & Bench- 
hook. 

Sawing the ends 
square. 



Demonstrations. 



Take the plane apart, 
name the principal 
parts. 

Show how the plane 
is sharpened, how it 
is assembled, and 
how it is adjusted. 

Show the dii^erence 
of planing with or 
against the grain. 

Testing for surface. 

Testing for square 
edge. 

Setting marking- 
gauge with rule to 
size. 

Gauging to thickness 
and width. 

Testing width with 
gauge and try- 
square. 

Squaring the end with 
try-square and pen- 
cil. 

Sawing to line. 

Position of the saw- 
kerf with the line. 



Related 
Subjects. 



Projects. 



Introduction & Exercise piece. 

purpose o f jTo be kept as 

M a n u a 1 

Training. 
Shop rules. 



Care of tools. 
Care of benches. 
Grading of 

work. 
Owneisbip of 

finished work. 



large as pos- 
s i b 1 e , the 
edges square 
with the face 
and the ends 
sawed square. 



134 



GROUP 2. — Working to definite dimensions, 
sides %" thick. 3 Lessons. 



Soft wood dressed (2) 



Marking stock for 

cutting. 
Rule and pencil. 
Carpenters square. 

Rough layout. 
Rip saws. 
Ripping. 
Cross cut saws. 
Cross cutting. 
Lay out and work- 
ing to size. 
Chamfering with 

Jack-plane. 
Braces and Bits. 
Boring, drilling 
and sountersink- 
ing. 
Sand paper. 
Sand-papering. 



Rough layout. 
Thumb gauging with 

rule and pencil. 
Carpenter's square and 

pencil. 
Rip-saws, their cut- 
ting action and use. 
Cross-cut saws, their 

cutting action and 

use. 
Planing the end grain 

in the vise. 
Positions of the wood 

in the vise for 

chamfering. 
B i t - br a c e s, kinds, 

sizes. How to tell 

the sizes. 
Countersinks, kinds 

and purpose. 
Sand-papering with 

the grain of the 

wood. 



Working draw- 
ings. 

Tell the relation 
of views. 

The necessity 
of more than 
one view. 

The meaning of 
the dififerent 
kinds of lines 
used. 

Hand saws. 
Kinds and use. 

Bits, kinds and 
use. 



Choice of Key 
rack, Hat and 
Coat rack. 



Choice of Game 
boards. Spool 
holder, Ring 
toss. 



SEVENTH GRADE 



GROUP 3.— Curved edges. 
Lessons. 



Compasses and Tem- 


Lay-out of curves 


Selecting wood 


Bread or Scour- 


plates. 


with compass and 


with reference 


ing board. 


Lay-out of curves 


templates. 


to curved 


Coat hanger. 


with compasses 


Use of web turning- 


edges. 




and templates. 


saw. 


C o m m e r cial 




Web-saw. 


The setting and meth- 


methods o f 




Sawing curves 


ods of using the 


working cur- 




with with web 


spoke-shave. 


ved edges. 




saw. 


Sand-papering curved 






Spoke-shave. 


edges. 






Smoothing curved 








edges with 








spoke-shave. 








Finishing curved 








edges with sand- 








paper. 









135 



GROUP 4. — Fastening with nails and screws. Duplicate parl-s. (Butt 
Joint). Soft wood of various thickness. Balance of Term. 



Stock bill. 


Making out stock 


Material bills 


Necktie rack. 


Lay-out and work- bills. 


m various oc- 


Nail box. 


ing of duplicate Hammers, kinds and 


cupations. 


Whisk - broom 


parts. use. 


Sizes and kinds 


holder. 


Hammer and screw- Holding and using the 


of nails. 


Broom holder. 


driver. hammer. 


How sold. 


Bird houses. 


Nailing and screw-Starting and setting 


Direction of the 


Bench hook. 


ing parts to- 


of nails. 


grain of the 


Letter box. 


gether. 


Use of screw-driver. 


wood in du- 


Mil.< - bottle 


Nail-set. 




plicate parts. 


holder. 


Setting nails in 






Glove box, etc. 


wood. 








Smoothing with 








sand-paper. 









The minimum requirement for the Seventh grade shall be the ability 
to plane an edge square and straight, planing to line, sawing to end equare, 
and the construction of projects using the Butt joint, box type of con- 
struction. 



GROUP 5. — Cross-lap joint. Wood finishing, 
various thickness. 5 Lessons. 



Hard and soft wood of 



Lay-out of exercise 


Need of care in lay- Describe lap- 


Exercise piece 


piece. 


out. 


joint and 


soft wood. 


Sawing to line in 


Grinding and sharpen- 


show common 


Flower pot 


the waste wood. 


ing of plane bits 


application. 


stand. 


Chisels, Mallet. 


and chisels, with A'arious furni- 


Book trough. 


Cutting grooves 


grinder and oil-! ture woods. 


Fern stand. 


with mallet and 


stone. Finishes for 




chisels. 


Using mallet and 


hard and soft 




Application of this 


chisel. 


woods. 




joint to projects. 


Shear cut with chisel. 






Finishing materials. 


Fitting parts together. 






Brushes. 


Applying finishing 






Staining. 


materials. 






Shellacing. 








Waxing. 









1'36 



GROUP 6. — Groove joints. Hand clamps. Glue. Hard and soft woods. 
Balance of term. 



Layout and work 
exercise piece. 
Working 
grooves. 

Jointer — Planing 
and fitting wood 
for glue joints. 

Hand clamps — Glu- 
ing. 
Applyiing clamps 
to hold work 
until glue sots. 

Smooth-plane. 

Finishing surface 

of wood with 

Smooth-p lane 

and sand-paper. 



Lay-out and work 
exercise piece. 

Planing and fitting 
for glue joints. 

Rubbed and clamped 
glue joints. 

Placing of clamps. 

Using the smooth- 
plane. 
Finishing. 



Describe groove Exercise piece 
joint and| soft wood, 
show common Book rack. 



application 
Glue, its pre 
paration 
use. 



and 



Foot stool. 

Projects using 
cross-lap and 
groove joints. 

Taborets. 

Book shelf. 

Magazine rack, 
etc. 



The minimum requirement for the Eighth grade shall be the ability 
to make and use the Cross-lap and Groove joints in projects well smoothed 
and finished. 

There is an imperative need for an additional Manual Train- 
ing Center. The West Side Center at No. 18 School has to send 
two of its classes to the Providence Center. At the Center in 
the Administration Building during the fall term of 1919, four 
classes were placed on half time, giving the hoys and girls only 
one lesson in four weeks. When the total number of boys or 
girls reporting to a center reaches 400, it is a difficult matter to 
accommodate them and give them a lesson once in two weeks. 

While each center is equipped to take care of 24 boys and 24 
girls, the classes in the various schools rarely have an equal 
number of boys and girls, and we must provide for all the pupils 
in the class. The different grades must be kept together as the 
lessons are progressive. We cannot have 8A grade and 7A grade 
in the same class. 

The increased cost per pupil in the centers is due to the in- 
creased cost of the lumber used. The price paid for the last lot 
of lumber for the 1919-1920 school year is about three (3) times 
the cost of the same kind of lumber in 1915. 

Every effort is made to keep down the cost and prevent waste 
of material. 

There is a very definite need of a supervisor or a head teacher 
for Manual Training in the grades. He should have authority to 
call meetings of teachers, assign reading for study, thoroughly 
explain the aim and purpose of the course of study to the other 
teachers, help all new teachers in the work and see that the work 



\37 



throughout the city is kept of the same vahie and at about the 
same rate of working so that the boys leaving the grades shall 
have training of the same value and amoimt. 

In the immediate future the supply of teachers of Manual 
Training must come from the trades and industries. There are 
few men training in schools and colleges that will accept the begin- 
ning salary of teaching at the present rates. 

A man taken from the trades or industries for teaching should 
be between 25 and 45 years of age, have a complete mastery of 
the mechanics and related subject matter of his trade and have 
ability in mechanical drawing. This is the grade of ability that 
is required for foremen. 

Carpenters in Scranton will earn $7.00 per day after April 
1st, or about $38.50 per week. The class of men suitable for teach- 
ing will average 50 weeks of work for the year. Therefore, to get 
new teachers and to hold the teachers now in the schools, the be- 
ginning salary should be equal to what he can earn in 50 weeks 
or $1925.00 for the school year. A man is worth just as much 
serving the public at large as he can earn in a private capacity. 

Provision for training men in trades as teachers of Manual 
Training subjects may follow the practice of such cities as Roches- 
ter and Bufifalo, N. Y. The Pennsylvania State College has an 
extension course for this purpose. The course is given in even- 
ing classes, taking two years. Local teachers working under the 
direction of State College give courses in the Theory and Practice 
of Trade Teaching, Mechanical Drawing, Organization of Mater- 
ials and Classes, Analysis of Tool Operations and of Trades, Psy- 
chology as Applied to Teaching and Practice Teaching. These 
courses are now being given in several Pennsylvania cities. 

In new buildings proposed that are to contain Manual Train- 
ing centers, the following spaces should be ])rovided for : bench 
room about 28x40 feet, stock room at least 14x20 feet, finishing 
room 10x14 feet and an enclosed space for the teacher's desk and 
library, and if possible, space for a drafting room. 

In buildings that are to be used as Junior High schools, space 
should be provided for a drafting room with provision for mak- 
ing blueprints, elementary woodworking room, room for wood- 
working, machines and stock of lumber, painting and finishing 
room. Sheet metal and plumbing repair room, room for type- 
setting and printing, and a room to teach automobile driving, re- 
pair and maintenance, room for electric bell and light wiring 
and repair of electrical household appliances. 

Respectfully submitted, 
^^''^r. I. Rogers, Chairman. 

138 



Scranton, Pa., March 22, 1920. 

Dr. S. E. IVcbcr, Superintendent of Schools, 
Scranton, Pa. 

Dear Sir : 

The following is a report of the work that has been done 
during the last two and one-half years in the ungraded classes in 
the George Washington and Lafayette schools. 

During this time seventy-eight (78) pupils have been taken 
into the ungraded classes. Fifty-one pupils have left the classes. 
Of these: 

4 pupils have been sent to reformatories. 
2 pupils have been sent to institutions for feeble-minded. 
8 pupils have gone to parochial schools. 
16 pupils left school to go to work. 

7 pupils have left the city. 

4 pupils have stayed at home because of illness. 
The present enrollment of the ungraded classes is twenty- 
seven (27). Of these: 

15 pupils show mental gain. 

8 pupils show no mental gain. 

4 pupils show a loss of mentality. 

The four pupils who have lost mentally are feeble-minded 
and are institutional cases. The eight pupils who have not gained 
mentally have improved the mentality that they have. They have 
been trained to be neat, obedient, and polite. They are interested 
in their work, in things about them, and they are happy in the 
schoolroom. The fifteen pupils who have gained mentally have 
improved in every way. They have improved in speaking and 
language. They read well, their spelling is well done, and their 
handwork is almost perfectly done. They are neat and well be- 
haved. These pupils will be self-supporting under close super- 
vision. 

On Parents' Day the pupils in the ungraded classes exhibited 
projects of chair-caning, sewing, crocheting, knitting, drawing, 
painting, carpentry w^ork, modeling, penmanship, numberwork, 
spelling, language and map-drawing. 

The ungraded class in the Lafayette School has had one ses- 
sion. Miss DiMartino devoted her afternoons to visiting schools 
and to testing doubtful pupils. Miss Sara Bond spent the after- 
noons visiting the homes and looking up the pupils who were 
irregular in atendance. She visited the grades, selected a group 
of eight retarded boys and spent one hour of each afternoon teach- 
ing them to read. They progressed and remained in the grades. 

The ungraded class in the George Washington School has 
had two sessions. The principals and teachers have sent the 

139 



doubtful pupils there to be tested. Sixty-four pupils have been 
tested. This year the class has been smaller and more individual 
work has been done. 

I have arranged with Miss Helen O'Donnell, the present 
teacher of the Lafayette class, to make out a course of study to be 
used in the ungraded classes next year. We will work on this 
during the remainder of the term. We will read one book that 
will help us with our work and will meet once every two weeks 
to talk things over. 

After carefully studying and experimenting with these pupils, 
I am confident that one session would be much better for them. 
They are weak mentally and physically. When they attend only 
one session they are more alert to grasp and retain that which 
is given to theiu. The higher grade boys and girls are eager to 
go to work. j\Iost of these could get employment for afternoons 
and Saturdays. In most cases the little compensation that they 
would receive would be needed in the home. When working they 
realize the need of a better education and do better work in school. 

One session would give the teacher the opportunity of visiting 
the homes and of following up the pupils who have left the un- 
graded classes, especially those who have gone to work or are 
staying at home. Certainly, they should not be permitted to be 
married as was one of the girls who attended the Lafayette class 
last year. 

One session would give the teacher the opportunity to see 
that the pupils receive the medical attention that they need. Many 
of the parents are willing to take their children to the physician or 
to the dentist but the children will not go with them. The pupils 
zvill go with the teacher. I have found that the parents are grate- 
ful for the teacher's assistance. Many of them come to her. They 
want her advice. To me. this work outside of the schoolroom is 
just as important, yes, more so. as the work in the classroom. 
One session would give the teacher time to do this work, to visit 
the grades, and to test the doubtful pupils. I am confident that 
one session would improve the service of the ungraded classes. 

As another step for the improveme^-'t of the service, I would 
advice that at least two rooms be opened in each of the four dis- 
tricts, one room for boys and one room for girls in each district. 
The boys should be taught by a man and the girls by a woman. 
The pupils should pay one-half of the cost of the material used 
in the industrial work. This places a value on the material. It 
is not something gotten for nothing. The pupils are more care- 
ful and more interested in what they make. The parents are also 
interested in the work and the result. These rooms should be 
only for retarded pupils. 

140 



There should be a School Home near Scranton for feeble- 
minded l)oys and girls. Until provision can be made for such 
a home there should be at least two rooms for the feeble-minded. 
There should be two teachers in each of these rooms. A ki .der- 
garten teacher would be a valuable assistant in such a room. The^e 
pupils are helpless and cannot be left alone. 

Respectfully submitted, 

Mabel D. McCauley, 
Teacher of Washington School Ungraded Class. 

Scranton, Pa., March 1, 1920. 
Dr. S. E. IVchcr, Superintendent of Schools, 
Scranton, Pa. 

Dear Sir : 

The Continuation School, as a factor in the school system 
of our Commonwealth, has now been four years in existence. 
During this time we have been able to make several valuable de- 
ductions which ought to guide us as we plan for its future success 
and usefulness. 

First of all, we have learned that there is a disciplinary 
method of which, until the inception of the Continuation School, 
we knew nothing. If Johnnie needs to be seriously disciplined, the 
punishment can almost always be administered through the medium 
of his job. He may be dismissed from school for a half day and 
his boss be requested to send him back for another half day for 
disobedience. Deduction for the time thus lost is made in John- 
nie's pay envelope ; and this remedy, because it is so vitally related 
to Johnnie's life, is almost ideal both in theory and practice. It 
never has to be applied more than once. But in speaking of this I 
mean no disparagement to my teachers. No doubt their discipline 
would be excellent without the assistance of either the principal or 
the boss, but with such assistance I am sure their discipline is 
made much easier. If some such system of penalties could be 
worked out for the every-day school, the teacher would be saved 
many a perplexing problem. 

Secondly, we have learned that it is unwise to attempt as much 
instruction for special vocations and industries as was first antici- 
pated. For the large majority of boys and girls who, at fourteen, 
go to work, the fundamentals should be stressed and reviewed. 
To attempt very much more, during the two years of the part 
time school period, is bad padagogy because you overreach the 
mental grasp of the pupil. To be sure there are exceptions. A 
little more than eight per cent, of our Continuation School pupils 
passed the eighth grade before they went to work. A few had 
spent one or more years in the high school. For these we have 
have thus filled are paying nearly as high a salary as is received 
by any teacher herself. 

141 



a special class and a special teacher. It is in this class where 
most of the specialized work is done. 

In the third place, experience has taught us that one of the 
important functions of the one-day-a-week school is to sustain an 
interest in books and the spiritual values of life. Were it not for 
the leavening influence of this one day each week in school, nearly 
all of these workers, for all their remaining years, would be di- 
vorced from the culture and refinement to be found in the com- 
panionship with good books. If this school day can but sustain 
and develop a love for study and for a few of those things which 
we call spiritual, it will go a long way toward solving the citizen- 
ship problem. It will be worth all it costs. 

But the fourth and most important lesson which we have 
learned during these four years is this : that the successful Con- 
tmuation School must ha\;e the vital cooperation of everybody 
concerned in it. We hear of too many of these schools that have 
gone to pieces. Small wonder. In every case they were toler- 
ated in the community as a necessary evil — a sort of an appendage 
to satisfy the Cox Child Labor Law. The teacher may have been 
working hard for a good school, but no one else. Not even Thomas 
Arnold, were he alive, could under no circumstances make 
a good school. The school directors, the superintendent, the 
teachers, the employers, the parents, the authorities who enforce 
the law — all should work together. Out of such cooperation will 
come the successful Continuation School. Out of such have 
come the successful Scranton Continuation Schools. We have 
reason to be proud of them. 

We have learned, too, that we have no good place to put those 
minors who stop working before they reach the age limit. Sup- 
posedly they should go to school every day. Yet they are a misfit 
in the everyday school simply because they have lost connections 
with their class and their grade. They are a handicap both to 
their class and their teacher. So also are they a misfit going every 
day to the Continuation School. For inasmuch as there is for each 
successive day of the week a different class in the Continuation 
Schools, the same lesson is repeated for five successive days. In 
other words this school is made for pupils who go to school one 
day a week. If those miscellaneous ones who stop working should 
go five days they would study and recite the same lesson five 
times. This is not conducive to progress, and before we close 
we shall ofifer a solution to this difficult problem. 

Finally, we have learned that the Continuation School teacher 
has a wonderful opportunity for vocational guidance. We are a 
sort of self-constituted labor bureau. Business concerns are call- 
ing us up nearly every day asking us to send them boys and girls 
fitted for a special job. Some of the positions which my teachers 

142 



In making comparisons between conditions existing now and 
those of 1918, when the previous report came out, it might be 
noted first that certain industries which then were employing a 
large number of boys are now employing practically none. The 
coal breakers, for instance, in 1918 had some three hundred boys 
on their payrolls. Now they have not more than four or five 
boys. This is due to the federal child labor law which lays a 
heavy tax upon certain industries that employ under-sixteen 
laborers. 

In 1918 the average wage per week for a girl was $4.33 ; for 
a boy, $5.40. Today the corresponding wage for a girl is $9.00; 
for a boy, $9.51. This is an increase of almost 100%. 

The number of nationalities represented in the Continuation 
School is essentially the same as it was two years ago ; so also is 
the number of children having parents of foreign birth. But the 
one lamentable fact revealed, both by the questionnaire sent out 
two years ago and the one sent out this year, is that 65% of tliese 
pupil workers, in grades below 8A, are in blind alley jobs. As a 
proof of what education can do and therefore of what the Con- 
tinuation School may do to help boys and girls escape the blind 
alley, it should be noted that in Miss Bond's class (the class that 
has passed the 8 A grade), only 17% of its members are in blind 
alley jobs. This almost conclusively proves that the education 
received during the last two years in the grades has raised the 
child's prospects for advancement in life about 50%. 

In suggesting improvements, I recommend as I did in my 
previous report that the schools be more adequately housed. With 
only one exception the classes are in either a portable, a base- 
ment, or an attic. Arguments to prove the inadquacy of such 
facilities should not be necessary. 

For reasons already mentioned a class should be organized 
especially for those children who stop working. I believe this 
can be done with very little expense. Probably no extra teachers 
will be needed. About the only expense would be that incurred 
by having additional truant officers to round up the delinquents. 
Although, as above mentioned, we cannot wisely give as much 
specialized instruction as was first thought would be advisable, yet 
in the most advanced classes (Miss Bond's for instance) we 
should, as far as possible, supply the needs of the pupils. These 
are ready to select a life work, and if their life work calls for 
stenography or typewriting, or bookkeeping, or something else, 
we ought to do our best to give them instruction in those branches 
most pertinent to their chosen vocation. 

Respectfully submitted, 

James H. Fuller, 

Principal, Continuation Schools. 

143 



July 1, 1920. 

Dr. S. E. Wchcr, Snpcrintcndcni of Schools, 
Scranton, Pa. 

Dear Sir : 

Responding to your request for a report of the work of the 
Evening Technical High School, I wish to suhmit the following: 

1917-1918. 

The Evening Technical High School opened on October 1, 
1917, and continued for eighty evenings. The sessions were 
brought to a close with appropriate exercises and an exhibition 
of work done, in the Central High School Auditorium. 

The following courses were taught : English Grammar, 
American Literature, Latin, French, Spanish, Arithmetic, Penman- 
ship and Spelling, Algebra, Geometry, Stenography, Typewriting, 
Bookkeeping, Pattern ^^laking, ^Machine Shop Practice, Mechan- 
ical Drawing, Freehand Drawing, Basketry, Cooking, Plain Sew- 
ing, Dressmaking and Salesmanship. 

RECORD OF ATTEXDANXE. 

Total number of young men enrolled 574 

Total number of vouna- women enrolled 677 



1251 

Number of evenings actually attended by young men 19,170 

Number of evenings to attend 25,209 

Percentage of attendance 76.04% 

Number of evenings actually attended by young women 21,544 

Number of evenings to attend 28,759 

Percentage of attendance 74.91% 

Percentage of attendance for the entire school 75.47% 

Enrollment of pupils in the different subjects : 

English Grammar 164 Pattern Making 36 

American Literature 49 Penmanship and Spelling 342 

Latin 17 Machine Shop Practice 53 

French 52 Alechanical Drawing 153 

Spanish ^1 Freehand Drawing 42 

Arithmetic 335 Basketry 29 

Algebra 28 Cooking 101 

Plane Geometry 16 Plain Sewing 166 

Stenography 138 Dressmaking 149 

Typewriting 136 Salesmanship 28 

Bookkeeping 163 

Number of Promotion Certificates given 576 

Number of Cerlihcates of Proficiency given 102 

A War Training Class in Telegraphy and Radio and Buzzer 
work was opened on December 3, 1917. The apparatus was given 
to the school by Mr. Joseph J. Graf, Superintendent of telephone 
and telegraph service for the Lackawanna Railroad. Mr. Graf, 
together with Mr. Lewis Davies, train dispatcher for the same 

144 



company, gave both time and energy in helping to prepare our 
young men who had registered for selective conscription. The 
War Department accepted forty- four young men for service, many 
of whom were sent overseas, and the school received very favor- 
able reports of their work. 

A War Training Class in Blacksmithing was opened on May 
21, 1918; and on May 28, a class in Machine Shop Practice was 
started. Twelve young men were accepted for service from these 
groups. 

The War Training School was kept open throughout the sum- 
mer and fall of 1918 up to the time of the signing of the armistice, 
November 11, 1918. 

The sessions of the Evening Technical High School for the 
season of 1918-1919 opened on Monday evening, October 7, 1918, 
and continued for eighty evenings, closing March 24, 1919, w'ith 
appropriate exercises and an exhibition of work done, in the Cen- 
tral High School auditorium. An extra number of evenings 
were granted to students in the commercial branches in order that 
they might finish the prescribed work. These sessions extended 
to April 18. 

1918-1919— RECORD OF ATTENDANCE 

Number of young men enrolled 334 

Number of young women enrolled 571 

905 

Number of evenings actually attended by young men 19,419 

Number of evenings to attend 13,163 

Percentage of attendance 81.2% 

Number of evenings actually attended by young women 12,514 

Number of evenings to attend 16,348 

Percentage of attendance 77.6% 

Percentage of attendance for the entire school 79.4% 

Enrollment of pupils in the different subjects : 

English Grammar 131 Bookkeeping 94 

American Literature 42 Pattern Making 31 

Latin 18 Penmanship and Spelling 224 

French 35 Machine Shop Practice 42 

Spanish 17 Mechanical Drawing 112 

Arithemetic 238 Freehand Drawing 24 

Algebra 19 Basketry 41 

Plane Geometry 12 Cooking 86 

Stenography 103 Plain Sewing 113 

Typewriting 126 Dressmaking 86 

Number of Promotion Certificates given 442 

Number of Certificates of Proficiency given 76 

The Evening Technical High School opened its sessions on 
Monday evening, October 6, 1919, and continued for eighty even- 
ings, closing with appropriate exercises on Friday, March 11. 
1920. 

145 



1919-1920— RECORD OF ATTENDANCE 

Number of young men enrolled 593 

Number of young women enrolled 638 

1231 

Number of evenings actually attended by young men 14,789 

Number of evenings to attend 19,272 

Percentage of attendance 76.7% 

Number of evenings actually attended by young women 13,238 

Number of evenings to attend 16,486 

Percentage of attendance 80.3% 

Percentage of attendance for the entire school 78.5% 

Enrollment of pupils in the different subjects : 

English Grammar 152 Pattern Making 54 

American Literature.... 52 Penmanship and Spelling 352 

Latin 16 Machine Shop Practice 128 

French 48 Mechanical Drawing 141 

Spanish 13 Freehand Drawing 38 

Arithmetic 164 Basketry 78 

Algebra 34 Cooking 131 

Plane Geometry 24 Plain Sewing 53 

Stenography 142 Dressmaking 201 

Typewriting 128 Telegraphy 27 

Bookkeeping 154 

Number of Certificates of Promotion given 421 

Number of Certificates of Proficiency given 106 

I wish to say that during the past year one hundred and six- 
teen pupils were neither absent nor tardy throughout the entire 
term. Thirty-eight pupils came directly from their places of 
employment to school without first returning to their homes. 
These pupils were publicly commended and encouraged in their 
efiforts to secure a better education. 

Respectfully submitted, 

Rhys Powell, 

Principal. 



Scranton, Pa., October 16, 1918. 
Dr. S. E. Wchcr, Superintendent of Schools, 

I herewith submit a report on the survey of non-English 
speaking people over 16 years of age in the city of Scranton, 

Data for this survey were collected by the Bureau of Com- 
pulsory Education in the city of Scranton during the summer of 
1918. Cards similar to the following were used : 
Survey of Non-English Speaking People Over 16 Years of Age. 

Name 

Age Sex 

Address 

Present Employer Place of Employment 

Nationality Where Born 

146 



STUDENTS WHO RECEIVED DIPLOMAS FOR COMPLETING AMERICANIZATION COURSE 




There was an inspiring scene in tl.e Central High School Auditorium recently when diplomas were conferred upon 132 persons of ^°[^^'f^"„birth who had wmpleted^ ComD?etion ''of *the 
schools in the English language and Americanization. They were a fine looking body of men and women who will d° credit to the land of their adoption. Th'e Completion or the 
course showed the perseverance of the puivils and their willingness to make sacrifices to achieve a mastery of the English language. 



How long in U. S or Native 

Naturalized First Papers 

Speaks English Speaks What Language 

Reads or Writes What Languages 

Property Owner Lessee 

Contemplates Return to Old Country after War 

Remarks : 

Would you attend Evening School if one is established in your district? 

These cards were then tabulated and classified according to 
the different items required in the survey. 

The information available from this survey will be of in- 
estimable value to the school district of this city in planning its 
campaign for educating the foreigners and making them citizens. 

The total of non-English speaking residents of Scranton is 
as follows : 

Males Females Total 

2260 1743 4003 

You will notice that there is an excess of males. This is 
due to the fact that in most foreign sections of the city, there is 
an excess of unmarried males. The custom prevalent among the 
males — unmarried foreigners — is to seek some place where they 
may procure lodging and the services of some one to cook their 
meals. They buy their own food and pay the boarding-house 
keeper a small sum to prepare it. Because of this practice, it is 
not uncommon to find in one house with six rooms, six or seven 
lodgers together with the owner and his family. This practice, I 
think, is due in a large measure to the ignorance of American 
ideals of living. This practice of living cheaply at the expense 
of health and sanitation should be discussed in the foreign classes 
with a view to having correct living conditions established among 
these people. 

A study of distribution of non-English speaking people in 
Scranton over 16 years of age, according to nationality, shows that 
the Polish are in the vast majority. The majority of these Polish 
people have come from Russian Poland. The Austrian Poles 
and German Poles are in the minority. The Lithuanians stand 
next in order of number. A large number of these are males 
and unmarried. You will notice as you glance over the following 
table that the majority of foreigners belong to the nationalities 
coming from southern countries of Europe ; namely, Russia, 
Italy, Austria. This is due probably to the great influx of these 
people before the war because of our rapid stride along the lines 
of industrial activity. The following table shows the distribution 
of non-English speaking people in Scranton according to nation- 
ality : 

147 



762 


1665 


261 


724 


131 


341 


311 


671 


123 


283 


116 


232 


21 


34 


9 


2>l 


4 


10 


3 


8 


1 


2 



Males Females Total 

Polish 903 

Lithuanians 463 

Itahans 210 

Austrians 360 

Russians 160 

Slavish 116 

Hungarians 12 

Greeks 2i 

Hebrew 6 

Syrian 5 

French 1 

German 1 — 1 

2260 1743 4003 

The majority of the foreigners in Scranton who cannot speak 
EngUsh fluently come from Russia. A large part of these, as 
the proceeding tal)le shows, come from Russian Poland. A goodly 
numher are Lithuanians. Austria Poland is also largely repre- 
sented in the city. The group called natives in the following table 
are a miscellaneous group living in the foreign sections. Born 
in America, yet a large number of them could not speak the Eng- 
lish language. This is a very startling fact, but true. A number 
of this group are illiterate. Some of them had been taken to 
Europe when children and later returned to this country. The 
general principle followed out by the attendance officers when 
taking this census was not to take data when the person spoke 
fairly good English. The basis for the survey is as nearly as pos- 
sible the non-English speaking people. 

The following table shows the number of males and females 
according to place of birth: 

Males Females Total 

Russia 1198 822 2020 

Austria 652 560 1212 

Italy 200 135 335 

Natives 100 107 207 

Germany 29 32 61 

Hungary 6 3 9 

Greece 14 11 25 

Assyria 3 3 6 

England 1 1 

France 1 1 

Unknown 58 68 126 

2260 1743 4003 

One of the most interesting studies of this survey has been 
in the character of citizenship as the following table will show. 
The startling fact brought out by this survey is that we have in 
the city of Scranton 2276 aliens in a group of 4003 non-English 
speaking residents. In other words, about six in every ten of these 
non-English speaking people are not citizens and have made no 

148 



attempt to become citizens. Only about 12% of the males in this 
group have taken out First Papers for Citizenship. Only 23% 
of the non-English males of the city have been naturalized. The 
facts themselves are conclusive evidence that a very wise step 
was taken by the Scranton School District in making this survey 
in order to know at first hand just where we stand in regard to 
the foreign problem in this city. It would not be an unwise plan 
to have another survey made similar to this in a few years in 
order to compare data and see wherein we shall have solved some 
of the problems which it is evident this survey has pointed out. 
The following table shows the status as regards citizenship 
of the 4003 non-English speaking people in the city of Scranton: 

Males Females Total 

Naturalized 511 348 859 

Having First Papers 270 163 433 

Aliens 1248 928 2176 

Unknown 131 197 328 

Natives 100 ' 107 207 

2260 1743 4003 

A more detailed study of the foregoing table is given below. 
The data below shows that the great majority of un-naturalized 
non-English speaking people come in a class over 21 years of age. 
This fact shows us that we are to deal with the mature adult when 
planning our campaign for citizenship. 

Table showing distribution of imnaturalized non-English 
speaking people between 16 years and 21 years and over 21 years 
of age. 

ALIENS 

Age Males Females 

Between 16 and 21 vears 96 11 

Over 21 years .'. 1152 851 

Total 1248 928 

A further study of the same group shows the number of these 
people in dififerent age groups. 

ALIENS 

Age Males Females Total 

16 to 19 years 1 23 24 

20 to 24 years 71 12 143 

25 to 29 years 149 173 322 

30 to 34 years 295 153 448 

35 to 39 years 276 131 407 

40 to 44 years 197 87 274 

45 to 49 years 147 55 202 

Over 50 years 91 54 145 

The following table shows the distribution according to ages 
of the group classified as unknown as regards naturalization. 

149 



UNKNOWN 

Age Males Females Total 

16 to 19 years 3 10 13 

20 to 24 years 11 17 28 

25 to 29 years 19 52 71 

30 to 34 years 25 34 59 

35 to 39 years 16 23 39 

40 to 44 years 54 6 60 

45 to 49 years 6—6 

Over 50 years 2 — 2 

Not recorded 24 — — 

The following table shows the distribution according to age 
of the non-English speaking people over 16 years of age having 
First Papers for Citizenship : , 

Age Alales Females Total 

16 to 19 years 4 6 10 

20 to 24 years 10 15 26 

25 to 29 years 26 29 55 

30 to 34 3'ears : 61 38 99 

35 to 39 years 56 22 78 

40 to 44 years 44 14 58 

45 to 49 years 33 18 51 

Over 50 years 3Z 11 43 

Not recorded 6 — — 

One of the strongest arguments for compulsory attendance 
in some class conducted by public school authorities for non-Eng- 
lish speaking, unnaturalized persons is found in the following 
table. In most every instance the non-English speaking male has 
lived in this country long enough to have become a citizen, but 
has not done so. It is surprising to learn from the table that 70% 
of the unnaturalized males have resided in this country over 13 
years and have made no attempt to become citizens. It seems 
that the mission of this country just now is to take special pains 
to have this adult foreigner become an intelligent citizen of the 
United States. To do this it will be necessary eventually for the 
Legislature of Pennsylvania to pass a bill inaking it compulsory 
for non-English speaking people to learn the English language 
with a view towards citizenship. 

The following table shows the distribution of. unnaturalized 
non-English speaking people over 16 years of age according to 
length of residence in the United States: 

Years in United States Males Females Total 

1 to 4 52 40 92 

5 to 9 335 254 589 

10 to 14 333 221 554 

15 to 19 196 112 308 

20 to 24 77 44 121 

25 to 29 33 24 57 

30 to 34 23 9 32 

35 to 39 2 2 4 

40 and over 1 — 1 

Not recorded 50 77 127 

150 



The following table shows the distribution according to 
length of residence of non-English speaking people classified as 
-Unknown in regard to naturalization : 

Years in United States Males Females Total 

1 to 4 1 3 4 

5 to 9 4 11 15 

10 to 14 4 16 20 

15 to 19 13 18 31 

20 to 24 3 11 14 

25 to 29 — 1 1 

30 to 34 1 1 2 

No number given 83 132 215 

The following table shows the distribution of non-English 
speaking people over 16 years of age in the city of Scranton who 
have first papers for citizenship in the United States according 
to length of residence in the United States: 

Years in United States Males Females Total 

1 to 4 11 8 19 

5 to 9 36 26 62 

10 to 14 90 49 139 

15 to 19 68 24 92 

20 to 24 30 16 46 

25 to 29 14 10 24 

30 to 34 8 4 12 

35 to 39 1 1 2 

Over 40 1 — 1 

No number given 47 6 S3 

Some of the people visited by the census taker for this sur- 
vey were able to carry on a conversation in English but with great 
difficulty. In most cases an interpreter was necessary to get the 
required data. 

The following table gives the number of people in the survey 
who could speak English sufficiently to carry on a conversation 
and the number that were unable to speak without the aid of an 
interpreter : 

Males Females Total 

Number able to speak English 824 395 1219 

Number not able to speak English 1436 1348 2784 

Illiterates in this survey are known as those persons who are 
unable to read or write any language. 

The following table will show the number of illiterates, male 
and female, of non-English speaking people in Scranton, over 16 
years of age : 

Cannot read or write Can read and write 

any language some language 

Males 1443 817 

Females 1185 558 

The largest per cent, of the non-English speaking people of 
Scranton are engaged in the mining industry; i. e., among the 

151 



males. The majority of females are employed in homes or live 
in their own homes. You would probahly wonder at this state- 
ment because in Scranton one would imagine that the Textile In- 
dustry would claim a large part of females in this group. The 
fact is that most of the girls employed in the dififerent mills of 
the city are natives, a large per cent, having been born in the city 
of Scranton. In making this survey we did not count this class 
of females. I might mention here that the larger per cent, of 
females enrolled in the public night schools last year came from 
the females who were born in this country but whose parents were 
born abroad. 

Another interesting fact which the preponderance of females 
in domestic occupations shows is that if we reach these people 
it will be necessary to go to their several homes. I am glad to 
state that this is part of the present plan of the School Board 
Campaign to get the foreigner into the Evening Schools. 

Below is a table showing the distribution of non-English 
speaking people over the age of 16 years according to occupation : 

Occupation Males Females Total 

Mining- 1605 1605 

Textile Workers 5 36 41 

Domestics 1632 1632 

Clerical 15 9 24 

Trades 51 10 61 

Mechanics 

Professions 4 • 4 

Business 16 1 17 

Laborers 364 1 365 

Agriculture 6 6 

U. S. Military Service 13 13 

Unemployed 167 167 

Miscellaneous 14 54 68 

There is a large number of the non-English speaking people 
in this city who owm property. You will notice that I have given 
both males and females. In most cases where the female has 
answered "yes," it has been shown that it was the husband who 
owns property. However, it was hard to get this data absolutely 
correct. 

The following table show^s the distribution of property 
owners and lessees among the non-English speaking people of 
Scranton over 16 years of age : 

Not a Property 
Property Owner or 

Owner Lessee Lessee 

Females 404 901 438 

Males 431 1133 696 

The present war has had a large share in determining the 
answers given in the following table. The question on the cen- 
sus card is, "Do you contemplate return to the Old Country after 

152 



the War?" The majority of answers are "No." I was surprised 
to see that the largest number who said "Yes" are Austrians. 

The following table shows the answers of "yes" and "no" in 
regard to question of contemplated return to the Old Country 
after the war : 

Yes No Don't Know 

Males 2,2 1854 374 

Females 25 1530 188 

Not very many non-English speaking people in Scranton have 
expressed a desire to attend Night School as the following table 
will show. The table shows the distribution of answers "yes" 
and "no" in answer to the qtiestion "Would you like to attend 
Night School in order to learn English?" 

Yes No 

Males 130 2130 

Females 46 1697 

The following table shows the distribution of non-English 
speaking people over 16 years of age according to Wards of the 
city: 





Males 


Female; 




Males 


Females 


1st Ward 


161 


60 


12th Ward 


3 


1 


2nd Ward 


64 


56 


13th Ward 


159 


54 


3rd Ward 


14 


11 


14th Ward 


26 


22, 


4th Ward 


116 


94 


15th Ward 


98 


93 


5th Ward 


177 


146 


16th Ward 


9 


6 


6th Ward 


268 


227 


17th W^ard 


25 


25 


7th Ward 


142 


107 


18th Ward 


213 


193 


8th Ward 


5 


5 


19th Ward 


27 


2,5 


9th Ward 








20th Ward 


141 


100 


10th Ward 


55 


27 


21st Ward 


265 


186 


11th Ward 


176 


192 


22nd Ward 


44 


48 



You will notice there are no non-English speaking people 
in the 9th Ward. This is probably due to the fact that this Ward 
is a Central City Ward, and most of the people living within its 
confines could speak English intelligibly. 

I am indebted to Mr. Thomas Griffiths, assistant supervisor 
of Evening Schools, and a number of night school teachers for 
helping me to prepare the foregoing data. 

Trusting this meets with your approval, I am 
Sincerely yours. 

Thomas Francis. 

Supervisor of Evening Schools. 

Dr. S. E. Weber, Superintendent of Sehools, 

Scranton, Pa. 
Dear Sir : 

Herewith please find a report of the Evening Schools and 
Afternoon Classes of the Scranton School District for the terms 

153 



of 1918-19 and 1919-20. Wherever it has been thought advisable 
a statistical comparison has been made between the years 1918-19, 
1919-20, and the year, 1916-17. 

The Grade Evening Schools and Afternoon Classes for the 
past two years have been a decided success, notwithstanding that 
during the early part of the term, 1918-19, large numbers of 
young men were taken from the city for war purposes. The even- 
ing schools like all other schools have been affected by the influ- 
enza epidemics. With all these handicaps, the enrollment for 
the past two years, I believe, is sufficient evidence that this phase 
of school work is really meeting a great need in this city. 

One of the big outstanding features of the work of this de- 
partment has been the education of the non-English speaking men 
and women. 20 teachers were employed during the last school 
term to give instruction to adult foreigners. The remarkable 
growth of the enrollment in these non-English classes from a 
class of 16 men and women, live years ago to the present enroll- 
ment of approximately 500 men and women is due largely to the 
increased interest aroused among the foreign-born folk for instruc- 
tion in English and Citizenship. 

By an arrangement with the U. S. Department of Labor, non- 
English pupils who have completed the course in citizenship as 
outlined for such classes are given diplomas, provided these 
pupils are petitioners for naturalization and have successfully 
passed the required examinations. Pupils who have made the 
Declaration of Intention are given U. S. Department of Labor 
Certificates. This annual commencement for citizenship classes 
is a splendid event. On March 9, 1920, one hundred and thirty- 
two non-English men and women were given diplomas and certifi- 
cates at commencement. The commencement was held in the 
auditorium of the Central High School and was attended by large 
delegations from various non-English organizations throughout 
the city and county. The commencement, I believe, has brought 
the work of the evening schools and afternoon classes closer to 
the non-English speaking people of Scranton, than any other 
phase of publicity. 

Considerable attention was given this year and last year to 
interest the non-English speaking women in the work of the after- 
noon classes. It is a pleasure to state here that, although this work 
is in its infancy, wonderful things have been accomplished. The 
English language together with instruction in the fundamentals 
of good citizenship is given to these women for two hours in 
the afternoon. Kindergarten rooms are opened for this kind of 
instruction. Children come to the afternoon classes with their 
mothers, and while the mothers are learning English, the children 
play with toys and kindergarten material. The prospects for 

154 



making this line of work a bigger factor next year, look very 
bright. No small credit for the success of these classes should 
be given to the various women's clubs of the city. These clubs 
will concentrate all Americanization activities during the early 
part of the evening school term, with the purpose of building up 
and helping to extend the work of the Scranton School Board in 
this direction. 

The plan of having classes for non-English women in the 
homes has met with favor among the foreign women themselves. 
I should recommend that this line of work be extended next year 
to take in other parts of the city where large groups of non- 
English speaking people reside. The work done this year by the 
teachers of the afternoon classes deserves special mention. 
Mothers who could not speak the English language when they 
started in these afternoon classes are now able to carry on an 
intelligible conversation, write interesting letters, and read the 
daily newspapers. 

The following table will show the distribution of enrollment 
. in the various classes. Both evening and afternoon classes are 
given in this table. You will notice that by far the largest enroll- 
ment is in the foreign classes. This splendid enrollment is un- 
doubtedly due to the intensive Americanization campaign carried 
on last year and this year by the School Board of the City of 
Scranton. 

DISTRIBUTION OF ENROLLMENT 
EVENING GRADE SCHOOLS AND AFTERNOON CLASSES 

1918-1919 1919-1920 

No. Enroll- No. EnroU- 

Classes ment Classes ment 

Foreign Classes 19 596 20 472 

Academic Classes 6 220 5 162 

Manual Training 4 103 3 109 

Domestic Science 5 111 10 293 

Total 34 1030 38 1036 

The strength of the campaign to get foreigners into the even- 
ing and afternoon classes, might be summed up by stating, that 
enthusiasm, definiteness, and practical methods in management, 
were the elements that brought success. The campaign to get 
foreigners into the evening schools and afternoon classes started 
during the sanimer of 1918 by making a survey of all non-English 
speaking peoph over 16 years of age. The data of this survey 
was collected by the Compulsory Education Bureau. Cards used 
for this survey show the following data : 

155 



SURVEY OF NON-ENGLISH SPEAKING PEOPLE 
OVER 16 YEARS OF AGE 



Name 

Age Sex 

Address 

Present Employer Place of Employment. 

Nationality Where Born 

How long in the U. S Native..., 

Naturalized First Papers 

Speaks English Speaks What Language 

Reads or Writes What Language 

Property Owner Lessee 

Contemplates return to the old country after the war 

W^ould you attend evening school? 



The information olitained from this survey gave the school 
board and everyone else concerned a definite basis upon which the 
Americanization work cotild be started. 

A few of the things for an intelligent campaign were as fol- 
lows : We knew the approximate nttmber of purely non-English 
speaking people in the city; we knew the ntimber of non-English 
speaking people who were not naturalized, and the length of resi- 
dence of these people in the United States ; we knew the exact 
location of each of the different nationalities in different wards of 
the city; this information alone was worth the cost of the whole 
survey, for it provided us with the means of knowing just where 
to locate schools and emphasize the campaign. These data shotild 
be studied intensively 1)efore beginning the campaign for next 
year. The information from this sttrvey should be consulted, it 
seems to me, when you recommend locations for evening schools 
next year. 

It was an easy matter, after the data of the non-English sur- 
vey had been tabulated to show the great need for Americaniza- 
tion work in Scranton. The next part of the campaign consisted 
of having a series of articles on Americanization and the evening 
school project, written by the Superintendent of Schools and the 
Supervisor of Evening Schools running in the daily newspapers. 
These articles were translated and run in all the foreign news- 
papers coming into the city. I might state here that the news- 
papers of the city were always willing to give time and si)ace to 
the campaign gratis. While on the sttbject of newspapers it might 
be well to keep in mind that next year a share of the printing of 
bills, posters, cards, etc., should be given to some of the papers 
that have been so generous with space for the Americanization 
work. We cannot get too much ptiblicity for this work of Amer- 
icanization. 

The next part of the campaign was the calling of a confer- 
ence on Americanization work of all the women's organizations of 
the city. The purpose of the conference was to elicit the aid of 

156 



these organizations to help procure as large an enrollment as pos- 
sible of all non-English people in the evening and afternoon 
classes. The original plan was to have each organization assigned 
to a certain district where there was to be a night school or an 
afternoon class. The women members were to make a personal 
visit to each home — they were furnished with a list of names ob- 
tained from the survey. The results of this personal canvass of 
the women's clubs was very gratifying in some districts ; in others 
it was a complete failure. I believe the failure in some districts 
was due to the fact that the ladies did not adhere to the original 
plan as laid down at the first conference. I believe that the 
women's organizations can be of a very great assistance to the 
schools in the matter of procuring enrollment for the various for- 
eign classes. I would suggest, however, that next year the 
women's committees concentrate their efforts on procuring the 
enrollment of non-English speaking women. 

In addition to having this personal canvass worked out by 
the women's organizations of the city, the whole night school force 
was asked to canvass their respective districts for students. The 
priests, representing the different foreign peoples of the city, and 
in fact, the entire clergy, were asked to co-operate. In some of the 
foreign churches a representative of the evening schools spoke to 
the congregation after services. 

Every society was visited by a representative of the evening 
schools and the problem of evening schools as regards enrollmenr 
was discussed. The same thing was done in each of the patriotic 
societies of the city. Some of the foreign societies responded to 
the extent of having a committee appointed from the body on 
Night School Enrollment. The same system should be followed 
out next year, with probably a little more definiteness as regards 
to the speaking program of those teachers that give the talks be- 
fore the various societies. I believe this procedure will have a 
stimulating effect on the enrollment next year. 

Slides announcing the opening of night school and the ad- 
vantages of learning English were run for one week in most of 
the moving picture houses in the city. This was a very good 
move and I think it should be continued. 

The last and probably the best part of the campaign was the 
calling of a conference of the employers of non-English speaking 
people who work in or about the mines. One hundred men re- 
sponded to the first call. These men were furnished with list of 
names obtained from the Survey and requested to canvass each 
of the foreign men under their supervision with a view to having 
them enroll in the evening school classes. The results of this 
practice were not as favorable as expected. The plan worked out, 
however, as a result of these conferences with the employers of 

157 



foreign labor was to have the various foremen in the different col- 
lieries bring the foreigners in groups to the evening schools on 
stated evenings for the purpose of enrollment. It seems that 
where the foreigner has been brought to the school by his em- 
ployer he has continued in the work. This latter plan has been 
the most successful and should be continued. The work of the 
Assistant Supervisor of Evening Schools, Mr. Thomas Griffiths, 
among the employers of foreign labor, is to be commended. This 
phase of the work takes considerable time. Although we are yet 
in the experimental stage, we are getting a hearty response from 
the employers of foreign labor. 

I would recommend that some method of co-operation be 
worked out for next year between the non-English organizations 
of the city and the public evening schools. I believe that the as- 
sistance of these organizations, if it can be procured, will be of 
great help in building up attendance and bringing the subject of 
night schools before groups from which we expect our non- 
English enrollment. I am led to this conclusion because of the 
splendid showing made by the various non-English groups at the 
last citizenship commencement. 

The problem of getting the r\on-English speaking people into 
the night schools will be greatly lessened next year by reason of 
the fact that we now have the hearty co-operation of most of the 
mining corporations in the city, which plan I have mentioned in 
another part of this report. With this problem solved, we have 
but to keep the pupil in school until such time as he has mastered 
some of the difficulties of the English language, and has the basis 
for American citizenship. To accomplish this there must be a 
constant checking up of attendance for both teacher and pupil. 
Very many foreigners drop out of evening school because the 
teacher is weak and fails to get the attention necessary. The very 
best teachers, and especially those that possess considerable tact, 
are necessary to teach the foreigners. I would recommend that 
the teachers employed for this kind of work for next year be 
selected from those who have taken special training for teaching 
non-English speaking people. If we procure this kind of teacher 
for next year success is assured. 

I here mention that your supervisor has prepared with con- 
siderable work a new course of study for the non-English speak- 
ing pupils in the evening and afternoon schools ; also a new 
course of study for the domestic science classes. All parts of the 
present course of study have been somewhat revised. The new 
course of study, I believe, will be of inestimable value m check- 
ing up the work of all departments next year. 

The following table shows the distril)ution of the enrollment 
according to nationality, for the years ending 1918-19 and 1919-20: 

158 



Year 1918-1919 Year 1919-1920 

Male Female Total Male Female Total 

Kative 272 128 400 312 272 584 

Lithuanians 148 15 163 iZ 23 55 

Polish 74 16 90 115 56 171 

Italians 87 50 137 71 34 105 

Austrians 17 23 40 — — — 

Russians 65 14 79 16 6 ZZ 

Ukrainians 31 33 64 7 2 9 

Greeks 1—13 6 9 

Hebrew 8 8 16 2 5 7 

Syrians — 8 8- — ^66 

French 1 — 1 — — — 

EngHsh 4 3 7 3 14 

Welsh 6 1 7 — — — 

Hungarians 31 Z2, 64 12 7 19 

Chinese 1 — — — — — 

Germans — — — • 5 7 12 

Others ___ 15 18 33 

718 312 1030 593 443 1036 

The following table shows a comparison in the distribution 
of enrollment according to birthplace for the years 1916-17, 
1918-19, 1919-20: 

Evening School Enrollment, According to Birthplace 

Total Enrollment 838 100.00 964 100.00 971 100.00 

No. American Born 393 49.9 400 41.49 606 60.35 

No. Foreign Born 445 53.1 564 58.51 365 39.63 

Afternoon Classes. Enrollment According to Birthplace. 

1918-19% Total 1919-20% Total 

Total Enrollment 66 100.00 65 100.00 

No. American Born 4 9.13 9 13.85 

No. Foreign Born 62 90.87 56 86.15 

Yon will probably wonder why the foreign-born in the above 
table do not equal the nuinber of pupils in the foreign classes as 
given in table one of this report. You may wonder also why the 
percentage of foreign-born in the classes this year is smaller than 
that of last year. On the surface, these figures might look as 
though there has been little progress in the matter of interesting 
larger numbers of non-English speaking people in the evening 
and afternoon schools. When we analyze the causes for this per- 
centage decrease, we can readily justify the statement made in the 
first part of this report. The following causes have tended to 
reduce the percentage of foreign-born pupils in the Evening and 
Afternoon schools. 

1. The presence of illiterate American-born pupils in the 
"Foreign Classes." 51 American-born men and women attended 
the evening and afternoon classes. I'n each case the man or 
woman was unable to read or write the English language. We 

159 



have found it very satisfactory to have these pupils placed in 
classes with heginning foreigners the progress made by these illit- 
erate American-born pupils is very remarkable. 

2. The increase of females attending the Domestic Science 
classes. From a survey made last winter, we find that 84% of 
the girls attending the Domestic Science centers, come from 
homes where both parents are foreign-born. This is a very fine 
showing for these figures tell us that the foreign-born father and 
mother of Scranton have begun to see the advantage of the Even- 
ing School, not only to himself, but to his family. Many schools 
have in attendance the father, mother and daugh.ter. 

3. The enrollment of non-English speaking people this year 
as well as other years, may well be said to comprise of "New For- 
eigners" persons who for the first time since coming from the old 
country have taken advantage of the free public evening and after- 
noon schools. It is necessary therefore to procure as it were a 
new crop each year, if we wish to continue to keep somewhere 
within reach of our former record of percentage of foreign-born 
attending the evening and afternoon schools. 

4. The war has stopped the usual flow of immigrants to these 
parts. Many pupils have been received into the evening schools 
from this group each year heretofore. The immigrant who has 
been i.i this country for some time does not feel the need of an 
education as much as the new immigrant. It is however with 
this former class of immigrants that we need to work vigorously. 
Many of these people have the wrong conce])tion of our laws, 
customs, and ideals. The foreigner has been tricked, robbed, and 
faked so many times that nothing American appeals to him. We 
are glad to state that a foreigner cannot come under the instruc- 
tion of our teachers without having his misconceived notions of 
America materially changed. 

The following table shows the di:*^:-il)ution of enrollment 
according to Status of Citizenship tor year 1918-19 and 1919-20. 

Year 1918-1919 Year 1919-1920 

Male Female Total Male Female Total 

Naturalized 139 91 230 93 66 159 

First Papers 159 29 188 85 27 112 

Aliens 172 40 212 107 53 160 

Natives 272 128 400 257 348 605 

Totals 742 288 1030 542 494 1036 

Most of the aliens given in the above table have since the 
time this data was collected declared their intention to become 
citizens of the U. S. of A. Seventy aliens out of the above re- 
ceived papers in time to be eligible to take examination for U. S. 
Department of Labor certificate. 

160 



The following table shows the distribution of enrollment ac- 
cording to membership in classes for number of weeks. 

Afternoon and Evening Classes. 

1916-17 1918-19 1919-20 

For 20 weeks 175 212 372 

For 16 weeks, less than 20 143 151 187 

. For 12 weeks, less than 16 105 168 140 

For 8 weeks, less than 12 130 177 128 

For 4 weeks, less than 8 132 124 122 

For less than 4 weeks 153 198 87 

Totals 838 1030 1036 

The academic classes were not as popular this year as last 
year. These classes, however, have been doing very fine work. 
I was agreeably surprised to learn that a large number of the 
young men enrolled in these classes were preparing for civil ser- 
vice examinations. By far the largest number attending the acad- 
emic classes are males between the ages of 16 and 21 years. The 
new course of study mentioned in another part of this report 
should offer sufficient inducement for a larger number of young 
men and women who have not had the opportunity to finish the 
grammar school course, to enroll next year as students in the acad- 
emic classes. 

Three Manual Training Centers were opene in the evening 
during the last year 1919-20. The exhibition of work done in 
this department, held in the various centers at the close of the 
school term showed that this line of work is meeting with a very 
popular demand and should be continued. The Manual Train- 
ing teachers are to be commended for the excellence and character 
of their work. It seems to me that no young man can afford to 
miss the opportunity and privilege of attending, for at least one 
term, a class in Manual Training. 

The most popular couri; in the evening schools last year 
was the Domestic Science course, particularly the subject of sew- 
ing. 293 ladies between the ages of 16 and 50 attended these 
classes. This large enrollment, I believe, is primarily due to your 
very wise selection of teachers for this department. In the sew- 
ing classes, every conceivable piece of ladies' wearing apparel was 
made by the students in this department last year. The cooking 
classes have measured well up to the recognized standing for such 
classes. 80 young w-omen in this department were present every 
evening during the term. 

The following table will show the distribution of enrollment 
according to age for the evening school and afternoon classes. 

161 



Evening Schools (Grade). 

1916-175^ 191819^; 1919-20 rj 

Number Total Number Total Number Total 

Between 14 and 16 210 25.06 198 20.53 193 19.87 

Between 16 and 21 .364 43.43 286 29.64 395 40.29 

Between 21 and 25 109 13.01 81 8.40 126 12.84 

Between 25 and 30 81 9.66 123 12.75 128 13.05 

Over 30 74 8.33 276 28.61 129 13.15 

Totals 838 100.00 964 100.00 971 100.00 

Afternoon Classes. 

1916-17 <:'c 1918-19 ft 1919-20 fc 

Number Total Number Total Number Total 

Between 14 and 16 No Data 1 1.54 

Between 16 and 21 3 4.54 2 2.08 

Between 21 and 25 6 9.08 7 10.78 

Between 21 and 30.. 15 22.70 14 21.56 

Over 30 42 63.48 41 63.14 

Totals 66 100.00 65 100.00 

The Evening Grade Schools and Afternoon Classes under 
your wise and constant direction have great promise for the ftiture. 
The special interest you have shown this year as well as in former 
years is appreciated far more than yoti realize. We hope that 
this interest will continue, and that the evening schools and after- 
noon classes will continue to fill an evident need of the city of 
Scranton. 

Respectfully submitted, 

Thomas Francis, 
Su]:)ervisor of Grade Evening Schools. 

BUREAU OF COMPULSORY EDUCATION. 

March 1. 1920. 
7);-. S. E. JVchcr, Sufcriiifoidcuf of Schools. 
Scranton, Pa. 

Dear Sir : 

In compliance with your request for a report on the operation 
of the Compulsory Education Law in this city, you will find here- 
with statistics relating to work done under the law by the attendance 
ofiicers and also statistics concerning the issuance of employmeni 
certificates. 

We have at present three attendance officers and a school and 
home visitor, a recent appointment made by our Board of School 
Directors. 

Through a card system by which a record of each pupil is ac- 
curately kept, the referring of cases by principals and other outside 
agencies to this ofiice. and the reporting of attendance officers in 
cases so referred, the compulsory education laws are enforced. 

162 



The crowded condition of our schools at the present time, 
which causes some of our children to attend half time sessions, is a 
serious handicap to the attendance officers, especially where children 
are seen on the street during school hours. It is sincerely hoped 
that "a desk for full time for every pupil" will soon remedy this 
condition. Since the puhlic schools belong to the people, the re- 
sponsibility for their excellence is shared by all, even though some 
are more directly concerned with their management than others. 
Co-operation is necessary for the success of any business or admin- 
istration. 

Criticism is always welcome if of a constructive character and 
made in a helpful way. Though the machinery of the compulsory 
education and child labor laws has been working steadily for some 
time and with much success, children are found unlawfully out of 
school. 

The work of preventing and suppressing truancy is serious and 
costly, and is not to be treated as a joke or child's play, even though 
it is looked upon as such by many citizens and some public officials. 

Generally, truants are such on account of parental neglect. 
Indifferent parents who keep their children home for various rea- 
sons contribute largely to the trials of the attendance officers' work. 

The effectiveness of the compulsory attendance law depends 
upon the prompt attention given the unexcused aljsentees. 

By prosecuting parents and by committing through juvenile 
court the children who are beyond parental control, truancy is re- 
duced to a great extent, but the real solution to this pro1)lem would 
be to place such delinquents in a parental school. 

The report also shows an increase over last year in the number 
of employment certificates issued by this department to all children 
between 14 and 16 years of age who have complied with the Cox 
Child Labor Act of May, 1915. 

Few children are unlawfully employed through a close co- 
operation between the Department of Labor and Industry and the 
Bureau of Compulsory Education. 

A complete check and follow-up system with the aid of the 
Continuation School Department enables us to know wdiere every 
child is employed and where their placements are. 

In conclusion I desire to thank you for your counsel and advice 
and wish to express my appreciation of the manner in which prin- 
cipals and teachers and various outside agencies have co-operated 
with this department. 

Respectfully submitted, 

August P. Hoffman, 

Chief of Bureau. 

163 



Report of the number of employment certificates issued from 
January 1, 1919, to January 1, 1920, to children between the ages 
of 14 and 16 years who have completed six grades of elementary 
school work; also placements of children in the work they pursue: 

Permanent certificates, 1420; temporary certificates, 538; male, 
1128; female, 830; total, 1958. 

Automobile Industry 10 

Bakeries and Bakers' Supplies 27 

Banks 1 

Barbers 3 

Bookbinders 2 

Cigar Manufacturers 29 

Clothiers and Clothing Establishments 41 

Coal Companies 67 

Dairies and Dairy Supplies 6 

Dentists and Dental Supplies 11 

Drugs and Druggists 15 

Dry Goods Stores 68 

Educational 10 

Florists and Florist Supplies 15 

Grocers 66 

Hardware Stores 6 

Hotels 1 

Jewellers 13 

Lavmdries 1 

Manufacturing Establishments 408 

Millinery Stores 2 

Opticians 8 

Postoffice 4 

Printers and Publishers 40 

Railways 4 

Shoe Stores 5 

Stationers 7 

Silk Manufacturing Establishments 922 

Telegraph Companies 40 

Theatres 1 

Miscellaneous 121 

Total 1,958 

REPORT OF ATTENDANCE OFFICERS FROM 
JULY, 1918 to JULY, 1919 

No. of visits to schools 1,456 

No. absentees reported from public schools 3,210 

No. absentees reported from parochial schools 134 

No. cases received from office and other sources 2,604 

No. of visits to homes 4,586 

No. visits to employers P3 

No. of children not found, or moved 174 

No. truants found 331 

No. left school and legally employed 1,886 

No. illegally employed, discharged and returned to school 86 

No. kept at home for lawful reasons (temporarily) including illness.... 1,897 

No. receiving private instruction 2 

No. mentally or physically unable to attend permanently 16 

164 



No. absent without lawful excuse 1,556 

No. of cases investigated from public schools 3,210 

No. of cases investigated from parochial schools 134 

No. of cases investigated from ofifice and other sources 2,604 

No. of children returned to school 4,028 

No. of truants returned first time 293 

No. of truants returned more than once 38 

Non-attendants found 11 

Non-attendants placed in school 10 

No. of parents served with preliminary notices 1,180 

No. of parents prosecuted 59 

No. of cases reported to Associated Charities 29 

No. of cases reported to District Nurse 7 

No. Juvenile Court cases 22 

No. of children committed to institutions 9 

No. of children placed on probation 13 

No. of contagious diseases reported 17 

Report of IVIiss Anna Hiil)er, School and Home Visitor. 

In the six months of my connection with the Compulsory 
Education Department my experience and observations have been 
varied. 

On account of the lack of proper co-operation of some agen- 
cies we have felt at times that our work was not satisfactorily com- 
pleted, that our efforts had been futile, and of necessity must be 
gone over again. 

One of the handicaps in non-attendance and irregularity has 
been poverty, largely caused by the terrible epidemic of i'-'f^uenza. 
Many families bereft of father or mother, and sometimes both, are 
in pitiful circumstances. Where the father was taken the mother 
is left to struggle alone, in many cases with four, five, seven and 
even as many as nine children to provide for. The extreme high 
cost of living adds greatly to the burden. If food can be provided, 
clothing and shoes are prohibitive. Where the mother was taken 
the father's plight seems the greater, as there is no one to take care 
of the home and children. Often older children are kept out of 
school to care for the younger ones. 

Then, too, we have found carelessness and shiftlessness a very 
great hindrance. There is no incentive on the part of the parent 
for children to attend school. 

We have been able to help many families by appealing for aid 
to the Poor Board, the Red Cross, Associated Charities and good 
friends who have given of their lueans to alleviate the stiffering 
and want. 

One of the great problems is the housing conditions, where 
people are crowded together, any ntimber living in two and three 
rooms ; in cellars, attics, anywhere at all where they can find shelter. 
There are dark, unwholesome hallways, dingy, rickety stairs, dirty 
walls, all breeding disease and misery. If rents are not paid the 

165 



occupants of these places are evicted and what httle furniture tliey 
have is taken from them. We are hoping that the time is not far 
distant when our city officials will find a way to overcome these 
bad housing conditions. 

Our non-English speaking population gives us much anxiety. 
We are looking to the Americanization movement to teach them 
good citizenship and to convince them of the great importance of 
keeping their children in school until they have mastered the 
English language, to fit them to take their places in the industrial 
world. 

We do want to believe in the veracity of parents and guardians, 
but many times our faith is shaken by the subterfuges practiced, 
sometimes caused by necessity, but oftentimes it is greed which 
prompts them to send their children to work, looking to the ma- 
terial gain rather than to the future welfare of the child. 

Like the constant dropping of water which wears the stone, 
we are trusting that in time, by continued effort and patience, we 
may inspire confidence and faith so that our endeavors in the be- 
half of these parents will bear fruit. 

Scranton. Pa.. June 28, 1920. 

Dr. S. E. IVchcr, Superintendent of Schools, 

Scranton, Pa. 
Dear Sir : 

During the past year the medical school inspection has been 
successfully carried on in strict compliance with the State laws gov- 
erning the yearly physical inspection of all school children. This 
inspection embraced the detection of all physical defects, the early 
diagnosis of communicable diseases, a sanitary survey of all school 
buildings and an investigation of the causes of all backward or 
below grade children. 

This work was carefully and thoroughly carried out by divid- 
ing the school district into twenty sub-districts, each sub-district 
being in charge of a reputable physician appointed by the vScranton 
School Board. Each physician thus was responsible for about 
1150 children, taught in from 25 to 30 school rooms. A total (.)f 
19,895 school children were individually inspected during the year, 
and of this number 6,701, or ?iZ%, were found to have one or 
more physical defects and 1,250 were found without a mark of suc- 
cessful vaccination. After a careful investigation of each child 
found with a physical defect it was decided that 3,217 of these chil- 
dren could be benefited by proper medical and surgical treatment, 
thereby conserving their future health, placing them in a better 
position to obtain an education, adding to their happiness and use- 
fulness in later years and increasing their earning capacity. 

166 



A written notice was sent to the parent or guardian of each 
child calling attention to the defect or defects found and advising 
that the family physician, specialist or dentist be consulted, accord- 
ing to the necessities of each case. Each parent was then visited 
by one of our school nurses, who carefully explained the nature of 
the defect or defects found and was told how the child might be 
physically benefited by proper medical and surgical treatment by 
their family physician, specialist or dentist, and in very poor fami- 
lies the parent was instructed how free medical and surgical treat- 
ment could be secured at one of our hospitals and how free vac- 
cination could be obtained. In this follow-up work our nurses made 
during the year 4,142 calls, and in many instances several calls 
were made before the reply by the parent was considered definite 
or final. A careful tabulation of the nurses' returns for the year 
indicates that the parents of 628 children, or 20%, received our 
notices in the same spirit in which they had been sent and had their 
children treated or vaccinated, and 1,879 parents, or 58%, made 
promises that they wovild have them treated in the very near future. 
That many of these promises were made in good faith is shown by 
the reports of the medical inspectors who state that 460 of these 
children were treated before the opening of the school term 1919- 
1920. Our completed returns for the year show that a grand total 
of 1,088, or 29%, of all notices sent to parents accomplished the 
desired results. 

All defects in sanitation discovered in our school buildings 
were promptly reported to Mr. Haak, Superintendent of Build- 
ings and Supplies, who took immediate steps to correct same 
wherever possible. 

Respectfully yours, 

W. E. Keller, 
Chief Medical Inspector. 

MEDICAL INSPECTION 1918-1919 

No. of School Buildings Inspected 74 

No. of Class Rooms Inspected 597 

Pupils Enrolled in Grades, January 1st, 1919 21,056 

Pupils Enrolled in Kjindergartens, January 1st, 1919 935 

Teachers Enrolled January 1st, 1919 679 

Janitors Enrolled January 1st, 1919 80 

Total Enrolled .'. 22,750 

Pupils Inspected in Grades 19,098 

Pupils Inspected in Kindergartens 797 

Teachers Inspected 481 

Janitors Inspected 31 

Total Inspected 20,407 

Per cent. Inspected 90 

No. of Inspections with one or more Physical Defects 6,701 

Per cent, with one or more Physical Defects 33 

No. of Inspections — Treatment Advised 3,217 

168 



Per cent. — Treatment Advised 48 

No. of Inspections — Excluded from School 526 

Per cent. — Excluded from School 07 

No. of Inspections — Not Vaccinated 1,250 

Per cent. — Not Vaccinated 10 

No. of Pupils not Defective 13,194 

NURSES FOLLOW-UP REPORTS, 1918-1919 

Treated 228 

Vaccinated 400 

Promised to treat 1,879 

Refused 446 

Could not afford treatment 61 

Moved or left school district 25 

Uncompleted 178 

Xo. Nurses employed 4 

Total No. of calls made by nurses 4,142 

Treated to Sept. 1, (Reported by Medical Inspectors).... 460 

Total Treated and Vaccinated to Sept. 1, 1919 1,088 

The Committee on ]\Iedical Inspection begs leave to submit the 
following report for the school term 1919-1920: 

The average enrollment for the year was 22,910. Of this 
number 22,633, or 99%, were inspected and tabulated. 

Exhibit No. 1 presents in tabulated form by schools the sex. 
color and nativity of total number children inspected, as well as the 
sex, color and nativity of all children found with one or more 
physical defects. 

The cotmtry in which the father was born was used in deter- 
mining the nativity of each child. 

Exhibit No. 1. 

Number Inspected 22,633 

Number Inspected — Male 11,251 

Number Inspected — Female 11,382 

Number Inspected— White 22,540 

Number Inspected — Black 93 

Number Inspected — Native 11,146 

Number Inspected — Foreign 11,487 

^^reign distributed as follows : 

Italian 1,492 Swede 101 

Polish 1.454 French 30 

Austrian 1,245 Ukrainian 28 

Russian 1,081 Canadian 24 

Irish 1,077 Dutch 12 

Welsh 1,003 Roumanian 8 

Lithuanian 878 Magyar 7 

German 836 Bohemian 6 

English 748 Danish 4 

Hebrew ".. 610 Spanish 

Greek 251 African 

Hungarian , 209 Cuban 

Scotch 145 Belgian 

Slavish 127 Egyptian 

Svrian 106 



Schools classified according to predominating nativity, native 
and foreign : 

Number of Schools — Native 23 

Number of Schools — Foreign 25 

Total 48 

Schools classified according to predominating nativity by 
country : 

United States 35 



Polish 

Austrian .. 

Italian 

Lithuanian 
Russian .... 
Hebrew .... 



Total 48 

Total number of native and foreign children inspected from 
1915 to 1919, inclusive: 



GRAMMAR GRADES 



1915 
1916 
1917 
1918 
1919 



1915 
1916 
1917 
1918 
1919 



1915 
1916 
1917 
1918 
1919 



Native 

8,797 

8,807 

9,215 

9,639 

9,889 



Foreign 
11,611 
11,343 
10,284 
9,450 
10,631 



CENTRAL HIGH SCHOOL 



Native 
564 
550 
454 
459 
581 



Foreign 
514 
490 
458 
433 
505 



TECHNICAL HIGH SCHOOL 



Native 
510 
542 
585 
593 
676 



Foreign 
389 
407 
347 
321 
351 



'/c Foreign 
56% X 
56% X 
52% X 
52% X 
51% X 



'/c Foreign 
47% X 
47% X 
50% X 
48% X 
46% X 



Forei" 

43%' + 
42% li: 
2n% X 

35% X 
34% X 



Total number of children with one or more physical 

defects 7.891 or 30% 

Total number of Males 3,945 or 50% 

Total number of Females 3.946 or 50% 

Total number of White 7,863 or 99% 

Total number of Black 28 or 1% 

Total number of Native 3,634 or 46% 

Total number of Foreign 4,257 or 54% 



170 



Exhibit No. 2. 

Classification by schools of all physical defects found : 

Total number of defects 12,454 

Right Eye Defects 174 or .012 % 

Left Eye Defects 200 or .016 

Both Eye Defects 1,009 or .081 

Right Ear Defects 43 or .004 

Left Ear Defects 58 or .005 

Both Ear Defects 33 or .003 

Breathing 216 or .002 

Teeth— Decayed 4,263 or .34 

Tonsils 3,329 or .26 

Cervical Glands 1,477 or .12 

Tuberculosis 2 or .0002 

Nervous Diseases 10 or .001 

Skin Diseases 38 or .01 

Scalp Diseases 293 or .02 

Deformities 89 or .01 

Nutrition 862 or .07 

Adenoids 2?93 or .03 

Goitre 15 or .02 

Exhibit No. 3. 
Classification of perfect children and children with one 
more physical defects by age and grade : 

Grade Perfect Defective Total 

Kgn 874 247 1,121 

1st 2,429 1,309 3,738 

2nd 1,698 1,074 2,772 

3rd 1,496 1,020 2,516 

4th 1,628 1,017 2,645 

5th 1,615 1,034 2,649 

6th 1,417 812 2,229 

7th 1,040 555 1,595 

8th 809 419 1,228 

T. H. S 898 188 1,086 

C. H. S 838 129 1,027 

Special 27 27 

Age Perfect Defective Total 

4 193 54 247 

5 894 302 1,196 

6 1,294 718 2,012 

7 1,471 861 2,332 

8 1,3"') 868 2,244 

9 1,382 904, 2,286 

10 1,388 861 2,249 

11 1,441 905 2,346 

12 1,434 779 2,213 

13 1.415 748 2,163 

14 1|,032 501 1,533 

15 689 249 938 

16 368 90 458 

17 234 29 263 

18 96 15 111 

19 26 6 32 

20 9 1 10 

171 



Exhibit No. 4. 

Classification of children with one or more physical defects 
by age and grade, showing number and per cent. : 

Grade Number Per cent. 

Kgn 247 .03 % t 

1st 1,309 .16 

2nd 1,074 .13 

3rd 1,020 .12 t 

4th 1,017 .12 t 

5th 1,034 .13 

6th 812 .10 t 

7th 555 .07 

8th 419 .05 

T. H. S 188 .02 t 

C. H. S 189 .02 t 

Special 27 .003 

Are Number Per cent. 

4 54 .006% 

5 302 .038 

6 718 .09 t 

7 861 .10 

8 868 .10 t 

9 904 .11 t 

10 861 .10 

11 905 .11 t 

12 779 .09 t 

13 748 .09 t 

14 501 .06 

15 249 .03 t 

16 90 .01 t 

17 29 .003 

18 15 .001 

19 6 .0007 

20 1 .0001 

Exhibit No. 5. 

Classification of perfect children and children with one or 
more physical defects by age and school, showing number and 
per cent. 

Exhibit No. 6. 



Classification of total number of children inspected by grade 
and age : 

Grade Number Grade 

Kgn 1121 6th 

1st 3738 7th 

2nd 2772 8th 

3rd 2516 T. H. S 

4th 2645 C. H. S 

5th 2649 Special 



Number 
.... 2229 
.... 1595 
.... 1228 
.... 1086 
.... 1027 
27 



172 



Age Number Age Number 

4 247 13 2163 

5 1196 14 1533 

6 2012 15 938 

7 2332 16 458 

8 2244 17 263 

9 2286 18 Ill 

10 2249 19 32 

11 2346 20 10 

12 2213 

Exhibit No. 7. 

Classification of children below grade by schools, showing per 
cent, below grade and probable cause. 

We allow two years above the normal age before we count 
the child below grade. 

1. Extrinsic causes 4,027 

2. Physical defects 136 

3. Slowness — No apparent deficiency 559 

4 Apparent deficiency 49 

Total 4,771 or 21% 

Exhibit No. 8. 
Classification by Schools 

Children with one or more physical defects 7,891 

Total Number defects 12,454 

Treatment Advised 4,082 

Excluded from School 811 

Not Vaccinated 1,503 

Report of School Nurses. 

No. of visits made 5,226 

No. of children treated 976 

No. of children vaccinated 754 

No. refused 116 

Drs. Disagreed 144 

Cannot afiford treatment 114 

Moved of left school district 166 

Promised to treat 1,757 

Uncompleted cases 55 

March 27. 1920. 

Dr. S. E. IVcbcr, Superintendent of Schools, 

City. 
My Dear Dr. Weber : 

Following are the reports of the recreation work done under 
the supervision of the Bureau of Recreation in the schools during 
the winter and on the school grounds during the summer vacation. 
Very truly yours, 

Mrs. Edwin W. Gearhart. 

Superintendent. 

173 



REPORT OF COMMUNITY CENTERS CONDUCTED BY 

THE BUREAU OF RECREATION, 1917. 

Total attendance of girls at Community Centers 5,405 

Total attendance of boys at Community Centers 4,177 

Total attendance of boys and girls 9,582 

Total number of sessions conducted 78 

During January and February three Community Centers were 
conducted: The EH Whitney Center (No. 6), South Washington 
Avenue and Hickory Street; the Roger WilHams Center (No. 10), 
Prospect Avenue and Beech Street ; the John Adams Center ( No. 
4, School Annex), Olive Street. In March, November and De- 
cember, 1917. the John Adams Center was eliminated on account 
of it being so near Weston Field. 

At the Community Centers the young folks enjoy gymnasium, 
social dancing, elocution, crocheting, sewing, dramatics, singing, 
folk dancing, reading, knitting, etc. ; basket ball, racing, high' jump- 
ing, chinning the bar, rings, broad jumps, etc. 

J. H. MOTT. 

Superintendent. 

PUBLIC SCHOOL RECREATION CLUBS CONDUCTED 
BY THE BUREAU OF RECREATION, 1918. 

During the early part of the year two public schools were open 
for recreation work, Roger Williams School (No. 10) and Eli 
Whitney School (No. 6), each school having two young ladies and 
one young man instructors. They were open two evenings a week 
each, from early in November to March 23rd, with a total attend- 
ance of 2,264. 

The regular program consisted of gymnasium drills, basket 
ball, games and dancing for the young men ; calisthenics, folk danc- 
ing. Red Cross work, games and social dancing for the youn;,' 
women. 

There were many special activities aside from the regulai 
pleasure provided every evening. 

The young men and women of Roger Williams School (No. 
10), gave a banquet, at which Mr. Schoen, Superintendent of 
Recreation, was guest of honor and principal speaker of the even- 
ing. It was a great success and did much to promote the general 
sociability of that center. This school also gave a couple of dances 
at St. John's Hall, and once during the season Roger Williams 
School and Eli Whitnev School combined in a dance at St. John's 
Hall. 

The young ladies from both schools gave a short play and 
vaudeville performance, first at one school and then the other, 

174 



which proved so successful a third performance was given at 
Weston Field. 

At Eli Whitney School (No. 6) a Mother's Meeting and a 
series of social dances and nice little entertainments were held ; 
talent furnished by the boys and girls. 

After the close of the season the young women of Roger Wil- 
liams School still continued their meetings and finally gave another 
play at Weston Field in the spring. 

Fred W. Schoen, 

Superintendent. 

PUBLIC SCHOOL RECREATION CLUBS' FALL WORK, 

1918. 

On November 21st, 1918, eight (8) schools were opened for 
recreation centers; two in the South Side, Roger Williams (No. 
10) and Horace Mann (No. 29) ; two in Hyde Park, William 
Cullen Bryant (No. 13) and Alexander Hamilton (No. 19) ; two 
in Providence, William Penn (No. 40) and Patrick Henry (No. 
23) ; two in Petersburg, Peter Gabriel Muhlenberg (No. 5) and 
William Prescott (No. 38). 

Each school having a young woman and a young man as in- 
structors and holding two meetings weekly. 

As usual, the nightly program is made up of athletics, indus- 
trial work, games, dancing, etc. 

A delightful feature of this season's entertainment has been 
readings at two schools each week by j\Irs. Salo Friedewald. Be- 
ginning this work just before the holidays, her readings were 
adopted to the season and comprised Coningsby Daw\son's n6w 
Christmas story, "The Seventh Birthday," and Dickens' "Christmas 
Carol." 

A number of the schools at Christmas time enjoyed special 
dances. 

During the first five weeks they were open up to the begin- 
ning of January, 1919; the total attendance was 5,283, being an 
increase of 3,000 over last year. 

Mr. C. R. H. Jackson visited several of the schools, giving 
talks to the young men on "Fair Play and Good Sportsmanship." 

Horace Mann (No. 29) and Peter Gabriel Muhlenberg (No. 
5) each enjoyed masquerade parties. 

William Cullen Bryant (No. 13) and Alexander Hamilton 
(No. 19) had special dances, and Roger Williams School (No. 10) 
had a Mother's Meeting, at which the young girls served refresh- 
ments. Patrick Henry (No. 23) also had a special dance at which 
refreshments were served. 

175 



Victrolas were supplied each school not having piano so that 
music was furnished in this way to all centers, the records being 
changed weekly. 

The majority of these schools have never had recreation work 
in them before and the interest shown and the steadily increasing 
attendance under wholly inadequate conditions proves the great 
need of suitable quarters being furnished in each part of the city 
for Community Recreation, for our school buildings are neither 
properly arranged nor lighted for work of this kind. 

PUBLIC SCHOOL RECREATION CLUBS, L^NUARY 

1st— MARCH 23rd, 1918. 

Attendance 

Boys Girls 

No. 10— Roger Williams School 480 682 

No. 6— Eli Whitney School 527 575 

1,007 1.257 
Total Attendance — 2,264 

PUBLIC SCHOOL RECREATION CLUBS. NOVEMBER 

21st— JANUARY 1st, 1918. 

Attendance 

Boys Girls 

No. 38— William Prescott 126 

No. 19— Alexander Hamilton 717 256 

No. 13— William Cullen Bryant 627 109 

No. 5 — Peter Gabriel Muhlenberg 174 

No. 29— Horace Mann 515 652 

No. 40— William Penn 178 114 

No. 10— Roger Williams 395 ill 

No. 23— Patrick Henry 400 329 

2,958 2,011 
Total Attendence — 5,283 

PUBLIC SCHOOL RECREATION CLUBS. ANNUAL 
REPORT— 1919. 

During the fall and winter months Recreation Clubs were 
opened in eight (8) of our schools, two evenings each week from 
7 :30 until 10 o'clock, four schools being opened on Monday and 
Thursday evenings and four more on Tuesday and Friday even- 
ings. These clubs are under the supervision of two paid instruc- 
tors, a young man and a young woman. At the close of the season, 
usually about the first of April, a big entertainment is given at 
\\'eston Field, in which each school takes part. 

The schools opened in the early part of 1919 for winter work 
were : 

No. 5 — Peter Gabriel Muhlenberg School. 

No. 38— William Prescott School. 

176 



No. 10 — Roger Williams School. 

No. 29 — Horace Mann School. 

No. 13 — William Cullen Bryant School. 

No. 19 — Alexander Hamilton School. 

No. 23^Patrick Henry School. 

No. 40 — William Penn School. 

Owing to the lack of facilities and nnsuitahle arrangement of 
onr school bnildings. the recreation activities are of necessity lim- 
ited. At present not a single school building in the city, aside 
from the Central High School, has an assembly room. There is 
not a gymnasium in any school, nor is there space (owing to the 
crowded condition) where gymnasiums can be installed. The 
work is carried on entirely in kindergarten rooms, halls and base- 
ments, but in spite of the lack of facilities the work has grown 
marvelously during the past year, and for the three and one-half 
months, from January 1st to April 16th, 1919 (or 26 meetings for 
each school), the attendance at these Recreation Clubs totaled 
18,795. 

The regular program consists of gymnasium drills, ])asket 
ball, active and passive games, folk dancing, social dancing, etc. 

Special Activities. 

The most popular form, of entertainment is dancing, the 
music being furnished either by piano or victrola. 

William Prescott School (No. 38) had an excellent basket 
ball team and played a series of games at Weston Field with the 
Weston Field teams. 

Alexander Hamilton School (No. 19) and William Cullen 
Bryant School (No. 13) particularly enjoy singing, each having 
a group of young men with fine voices, and several contests were 
held between the two schools during the winter. 

The Recreation Club from Roger Williams School (No. 10) 
held a big dance at the Green Ridge Club which was most suc- 
cessful. The club from this school also gave a large party at 
Weston Field one evening. They also had a Mother's and 
Daughter's Meeting, at which the daughters acted as the hostesses 
and furnished an enjoyaI)le program. Refreshments were served 
and a very delightful evening enjoyed. 

Horace Alann School (No. 29) and William Penn School 
(No. 40) had masquerade parties on Valentine's night, and during 
the winter No. 40 School had several special dances. Peter Gabriel 
Muhlenberg School (No. 5) had a Valentine party and dance. 

Horace Mann School (No. 29) had several interesting box- 
ing matches. 

177 



Patrick Henry School (No. 23) had a couple of special 
dances at which they took up a general collection among them- 
selves to pay for extra music. 

Owing to the large crowds in attendance at these schools and 
the limited space in which they have to gather, it is impossible to 
do anything but purely recreation work. 

One of the most popular features of the winter's entertain- 
ments were weekly readings at the various schools by Mrs. Salo 
Friedewald, her program containing the delightful stories of the 
"Bluebird," by Materlinck ; "The Old Woman Shows Her 
Medals," by Sir J. M. Barry; "The Wind in the Willows," by 
Kenneth Graham; "Penrod," by Booth Tarkington; "Daddy 
Long Legs," by Jean Webster; "Peter Pan" and "Little Min- 
ister," by Sir J. AL Barry. 

The closing entertainment for the season, which was held at 
Weston Field, had a program of great variety and interest. Each 
school furnished special numbers. There was a boxing match and 
musical numbers, both vocal and instrumental, athletic contests, 
folk dances and aesthetic dances. The audience was a large and 
appreciative one. 

These Recreation Clubs proved such a success during the 
winter that in two instances they asked if the schools might not 
be kept open in the summer. 

PUBLIC SCHOOL RECREATION CLUBS, FALL WORK. 

In the fall of 1919 the winter Recreation Clubs were opened 
December 15th, six weeks later than the year before, owing to the 
delay of the School Board in granting permission to the Bureau 
of Recreation to use the schools for this purpose. 

The schools opened were : 

No. 5 — Peter Gabriel Muhlenberg School. 

No. 38 — William Prescott School. 

No. 30 — Harriet Beecher Stowe School. 

No. 29 — Horace Mann School. 

No. 13 — William Cullen Bryant School. 

No. 19 — Alexander Hamilton School. 

No. 23 — Patrick Henry School. 

No. 24 — Benjamin Rush School. 

Harriet Beecher Stowe School (No. 30), on the South Side, 
was opened this fall in place of No. 10 school, and in Providence 
No. 24 School in place of No. 40 School. Neither of these schools 
have ever had recreation clul)s in them before and both are proving 
most popular. 

The Recreation Clubs opened with a largely increased attend- 
ance over last year. During the delay in opening the young people 

178 



became so eager that many requests came in from all parts of the 
city as to why they were not open and how soon would they begin ? 
Which indicated the live interest in and appreciation of the recre- 
ation work. 

Aside from the regular nightly programs of athletics, indus- 
trial work, games, dancing, etc., there will be special features dur- 
ing the winter of readings by Mrs. Salo Friedewald and community 
singing led by Mr. John T. Watkins. We are anticipating the 
most successful season the work has ever had. 

PUBLIC SCHOOL RECREATION CLUBS, JANUARY 1st, 

APRIL 16, 1919. 

Attendance. 

Boys Girls 

No. 23— Patrick Henry School 1,281 1,001 

No. 29— Horace Mann School 1,337 1,423 

No. S — Peter Gabriel Muhlenberg- School 1,255 

No. 13— Wm. Cullen Bryant School 2,291 1,267 

No. 19— Alexander Hamilton School 2,830 1,130 

No. 38— William Prescott School 986 

No. 40— William Penn School 1,089 783 

No. 10— Roger Williams School 878 655 

10,692 7,514 
Total Attendance— 18,795 

PUBLIC SCHOOL RECREATION CLUBS. DECEMBER 
15th— DECEMBER 31st, 1919. 

Attendance. 

Boys Girls 

No. 5 — Peter Gabriel Muhlenberg School 34 

No. 29— Horace Mann School 187 85 

No. 30 — Harriet Beecher Stowe School 146 86 

No. 13— William Cullen Bryant School 153 57 

No. 19— Alexander Hamilton School 437 133 

No. 38— William Prescott School 52 

No. 23— Patrick Henry School 107 66 

No. 24— Benjamin Rush School 191 99 

1,273 560 

Total Attendance — 1,833 

SUMMER PLAYGROUNDS— 1917. 

Beginning July 1st, eleven (11) Playgrounds were conducted 
under the supervision of twenty-two playground instructors. These 
Playgrounds were located at the following places : 

Nay Aug Playground. 

No. 6 — Eli Whitney School, Hickory Street and South 
Washington Avenue. 

No. 8 — James Alonroe School, Cedar Avenue and Maple 
Street. 

179 



No. 9 — Robert Fulton School, Ash Street and Wyoming 
Avenue. 

No. 15 — Daniel Webster School, South \\'ebster Avenue and 
Locust Street. 

No. 18 — Charles Sumner School. Swetland Street and North 
Sumner Avenue. 

No. 23 — Patrick Henry School, West ^Market Street and 
Seneca Street. 

No. 26 — Stephen Girard School, Hollister Avenue and 
Parker Street. 

No. 32 — Francis Willard School, South Main Avenue and 
Elm Street. 

No. 29 — Horace Mann School, corner Fourth Street and 
Broadway. 

No. 40 — William Penn School, North Sumner Avenue and 
Clearview Street. 

The children made fancy articles under the instruction of the 
employees of the Bureau of Recreation. These articles were dis- 
played in the windows of the Scranton Dry Goods Company, cor- 
ner Lackawanna and Wyoming Avenues, to the best ability of 
the firm, but they were unable to give the necessary window space, 
so that some of the articles did not appear on display. The chil- 
dren were very proud of their work and a great many of them vis- 
ited the display window to see if their articles were displayed, and 
in some cases were disappointed because their work could not be 
seen. These fancy articles were made on rainy days and certain 
times when it was too warm to indulge in activities requiring ex- 
ertion. In 1916, when the playgrounds closed for the season's 
activities the School Board rendered a bill to the Bureau of Recre- 
ation amounting to $38.00, for damage to twelve school buildings 
on which the playgrounds were located. The greater part of this 
bill consisted of glass being broken by volley balls, through acci- 
dents, but none of the glass broken as we are able to learn was 
through carelessness or what would be considered a wilful act. 
It is a great pleasure to know that the School Board have no bill 
to render for 1917 for any damages at the playgrounds and shows 
the efficiency of the instructors employed and why it is necessary 
to have trained leaders to supervise the playgrounds. The total 
attendance at the playgrounds for 1917 was 110,516. When the 
playgrounds were closed exercises were held at Weston Field and 
all in attendance seemed to have an enjoyable time, and the fact 
was demonstrated that in the future the exercises at W^eston Field 
can be made most attractive when the grounds are put in proper 
shape so that the entire field can be used. The Bureau of Recre- 
ation was handicapped when the playgrounds closed, as only p^vt 
of the grounds had been graded. No. 23 Playground, located in a 

180 



section of the city called the "Notch," is badly in need of ap- 
paratus to entertain the children, the only apparatus at this Play- 
ground this year was a slide and two baskets for basket ball, and 
this was made from old trees brought from the woods. The 
Bureau was called upon to pay one bill amounting to $7.00 for 
medical attention by Dr. Davis. This was for treatment of Alex 
McTaggart, who was injured on No. 32 Playground by a swing. 
There was several minor accidents you will find reports in detail 
])elow, these being treated either by the instructors or at one of the 
city hospitals. 

J. A. MOTT, 

Superintendent. 

PLAYGROUND SEASON— 1918. 

The Playground season opened June 24th and closed on 
August 24th, 1918. 

Eleven grounds in the school yards were open as follows : 

No. 6 — Eli Whitney School, Hickory Street and South Wash- 
ington Avenue. 

No. 8 — James Monroe School, Cedar Avenue and Maple 
Street. 

No. 9 — Robert Fulton School, Ash Street and Wyoming 
Avenue. 

No. 15 — Daniel Webster School. South Webster Avenue and 
Locust Street. 

No. 18 — Charles Sumner School, Swetland Street, corner 
North Sumner Avenue. 

No. 23 — Patrick Henry School, West Market Street near 
Seneca Street. 

No. 26 — Stephen Girard School, Hollister Avenue and 
Parker Street. 

No. 29 — Horace Mann School — Fourth Street and Broadway. 

No. 32— Frances Willard School, South Main Avenue and 
Elm Street. 

No. 40 — William Penn School-* North Sumner Avenue and 
Clearview Street. 

Nay Aug Park. 

Each playground has two instructors. Some were open 
from 9 a. m. to 6 p. m., and others from 2 p. m. tp 9:30 p. m., 
according to conditions and requirements. Gymnasium drills, base 
ball, volley ball, quoits, bar work, circle games, folk dancing, social 
dancing and industrial work being the order of the day. The in- 
structors occasionally taking groups of children to Nay Aug Park 
in order that they might enjoy bathing in Lake Lincoln. 

181 



Industrial Work 

This season the industrial work done by the children was en- 
tirely for the benefit of the Junior Red Cross and consisted of the 
knitting of 98 sweaters, 15 pairs of socks, 5 scarfs, 1 pair of 
wristlets, the making of 10 dresses for Belgium children and the 
piecing of 8 quilts. 

Through the courtesy of Hagen & W'agner this work was on 
display for several days in their shop window down t^wn. 

Special Activities 

Each playground from time to time added special features to 
its program, consisting of Baby Shows and Playground Circus. 

During August there was "Playground Day" at Nay Aug 
Park, in which the children from the Playground enjoyed a big 
picnic. There were races, games, swimming contests, etc., the day 
proving a great success. 

The season closed with the Annual Field Day and special ex- 
ercises at Weston Field. An interesting program of folk dancing 
and classic dances, drills, tableaux, etc.. all in costume, were given. 
Each playground has an individual part on the program and 
including children of all ages. Following this was a program of 
athletic events, races, jumping races, boxing and the finals of the 
Inter-Playground games of volley ball and base ball were played, 
the winners of each event being presented with a Public School 
Athletic League button. 

This season proved a most satisfactory one, with an aggre- 
gate attendance of 115,622, being an increase of 6.370 over last 
year, and we are happy to state there were no serious accidents. 

SUMMER PLAYGROUNDS, JUNE 24th— AUG. 24th, 1918. 

Attendance. 

School Boys Girls . Adults 

No. 6— Eli Whitney 8,070 9,995 757 

No. 9— Robert Fulton 9,221 10,773 739 

No. 15— Daniel Webster 3,922 3,152 59 

No. 18— Charles Sumner 2,407 2,108 9 

No. 23— Patrick Henry 3,228 1,407 685 

No. 26— Stephen Girard 3,341 3,387 99 

No. 29— Horace Mann 3,568 3,920 27 

No. 8— James Monroe 3,292 3,224 2,158 

No. 32— Frances Willard 5,732 4,296 233 

No. 40— William Penn 4,960 4,170 550 

Nay Aug Park 3,934 5,064 2,155 

51,675 51,496 12,451 

Total Attendance— 1 1 5,622 



182 



PLAYGROUND SEASON— 1919. 

The summer playground season opened July 1st and closed 
August 30th. The Playgrounds are maintained in the school yards 
for which purpose the Bureau of Recreation gains permission 
from the School Board to use their property. The grounds are 
limited in size and during the summer of 1919 we had two play- 
grounds less than the previous year, due to the fact that the School 
Board had heen obliged in order to relieve the congestion in the 
schools to place portable buildings on the grounds, so there was 
no room for playground purposes and nowhere in the city were 
there other schools with grounds sufficiently large to replace them. 

The school grounds used were : 
No. 6 — Eli Whitney School. 
No. 8 — James Monroe School. 
No. 9 — Robert Fulton School. 

No. 15 — Daniel Webster School. 

No. 23 — Patrick Henry School. 

No. 26 — Stephen Girard School. 

No. 32 — Frances Willard School. 

No. 40 — William Penn School. 
Nay Aug Park. 

The grounds are open from 9 in the morning until 5 :45 in 
the afternoon, with the exception of No. 23 School and No. 40 
School, which are open from 2 in the afternoon until dark. Each 
playground is under the supervision of two paid instructors, a 
young man and a young woman, or two young women, according 
to the requirements. 

The daily program consists of calisthenics drills, base ball, 
volley ball, basket ball, a variety of active and passive games, folk 
dancing, circle games and industrial work. 

Inter-Playground Volley Ball 
A schedule for Inter- Playground Volley Ball was arranged 
for the school girls in the afternoon and a second schedule ar- 
ranged for industrial girls, which games were played evenings at 
Weston Field. 

Inter-Playground Base Ball 
Base ball games between the boys of the different play- 
grounds were played at Weston Field afternoons and evenings, 
according to the ages and occupation of the boys. 
Special Activities 
Each playground from time to time added special features to 
its program, consisting of Playground Circus, special days for the 
boys and girls at Nay Aug Park, the instructors from the various 
Playgrounds taking groups of children to Lake Lincoln for the 

183 



bathing. No. 26 School gave a farewell party for Mr. Schoen. 
The money raised from the Playground Circus at No. 6 School 
was given to the Baby Welfare Station in that vicinity. 
Industrial Work 
The knitting done by the little girls was for the Red Cross 
Relief Work and consisted of 105 sweaters, 95 scarfs and 4 
shawls. There was also a fine display of basketry, crocheting, 
embroidering, a number of little girls making dresses for them- 
selves. There was also some very attractive bird houses made by 
the l)oys, showing that the children's work on the playgrounds 
had its practical side as well as its fun. 

Field Day Exercises 

Saturday, August 30th, was a Gala Day at W^eston Field in 
the closing of the City Playgrounds for the season, a big Field 
Day program was given in which all the playgrounds of the city 
took part. In spite of the inclement weather Weston Field was 
crowded and the boys and girls had a gay time. The program 
for the afternoon was opened by a grand march in which the chikl- 
ren of all ages took part. The march was led by the boys, each 
carrying an American flag. At the end of the march they formed 
a large hollow square inside of which the girls gave an exhibition 
of circle games. As nearly all of the girls were in costume the 
effect was that of a rainl)ow and very attractive. Following this 
was a Paper Doll Dance which was very quaint and pretty and 
then came a series of Tableaux, Aesthetic and Classic Dances, 
Folk Dances, Recitations, Drills, etc., each playground having its 
special feature. The closing number on the program was a 
"Dance of the Nations" given by the girls of various ages from 
^^'eston Field. 

At the close of this program the Athletic events for both l)oys 
and girls took place, also the finals in the Inter-Playground Base 
Eall Games, the series for the season being won by the boys of 
Daniel Webster School (No. 15). The girls of No. 15 School 
carried of the season's honors in the Inter-Playground Volley Ball 
Contest. This school won both Inter-Playground prizes last year 
as well. 

Mrs. Edwin W. Gearhart, 

Superintendent. 

SUMMER PLAYGROUNDS 1919 
July 1st to September 1st — Attendance 

School Boys Girls Adults 

No. 6— Eli Whitney 6,313 8,224 67 

No. 8— James Monroe 4,544 4,723 50 

No. 9— Robert Fulton 5,645 7,805 2,138 

No. 15— Daniel Webster 2,431 2,452 16 

184 



6,092 


385 


3,359 


289 


2,141 


32 


4,868 


Z2 


4,176 





No. 23— Patrick Henry 6,528 

No. 26 — Stephen Girard 3,531 

No. 32— Frances Willard 2,578 

No. 40— William Penn 4,842 

Nau Aug 3,791 

40,203 43,840 3,009 

Total Attendance— 87,052 



SCRANTOX'S PUBLIC SCHOOLS' PART IN 
THE GREAT WAR. 

"fhe following summary of War Activities comprises a record 
on which all who have had a share in it will look, for years, with 
pride and increasing satisfaction : 

Solicited in Liberty Bonds (subscriptions bv Boy Scouts and 

Girl Scouts not included) , $1,065,050.00 

Solicited in Liberty Bonds by Boy Scouts 2,525,150.00 

Solicited in Liberty Bonds by Girl Scouts (2nd, 3rd, 4th) 896,350.00 

Solicited in Thrift Stamps and War Savings Stamps 42,844.00 

Contributed by teachers to the Second Red Cross Drive 2,150.00 

Contributed by pupils to the Junior Red Cross 5,194.29 

$4,536,738.29 
Garments made for the Red Cross (such as sweaters, socks, scarfs, 

wristlets, layettes, hospital garments, etc.) 2,518 

Surgical dressings 15,000 

Belgian children adopted by the Central High School 14 

Books for soldiers r. 11,000 

Christmas boxes sent to soldiers 376 

Draft records copied by students and teachers 33,500 

United States Boys Working Reserve 107 

Boys who voluntarily earned $10 for the Y. M. C. A 150 

Miscellaneous articles were made, such as bathhouses, cook 
shack, packing boxes for Red Cross, knitting needles, signal flag- 
sticks, signs and posters, property boxes, shot bags, etc. 

A-Iany children were working three days each week in the 
center for the Junior Red Cross during the summer vacation of 
1918 and boys were selling thrift stainps. 

The amount earned by the Victory Boys and Victory Girls 
was not totaled. Every school, however, pledged toward this 
work. 

In addition to the items enumerated there should be included 
25 barrels of peach stones collected by Scranton's school childrefi 
for the manufacture of gas masks. When the Armistice was 
signed these peach stones were destroyed. 

Our Technical Evening High School served the nation by 
conducting war-training courses in radio-buzzer work, blacksmith- 
ing, forging work, and machine shop practice. Eight v (80) men 

185 



were prepared as radio-buzzer operators ; twenty (20) men in 
blacksmithing and forging, and twelve (12) men in machine shop 
practice. 

Scranton rendered its largest service to the country during 
the war — and is rendering the largest service now — by what it is 
doing for the immigrant. Courses in citizenship were organized 
in 1916. Thirty-two persons received diplomas in the spring of 
1919 from the United States Bureau of Naturalization for pass- 
ing an examination in civics. Public exercises were held for the 
awarding of these diplomas. Mr. Raymond F. Crist, Director of 
Citizenship, U. S. Department of Naturalization; Mr. E. E. Bach, 
State Director of Americanization in Pennsylvania, and Congress- 
man John R. Farr honored us by their presence on that occasion. 

In addition to the classes in citizenship, afternoon classes for 
non-English speaking women were formed for the first time in 
1917 in connection with four kindergartens. Mothers' Clubs, in 
existence for a number of years in the kindergartens in this city, 
constituted a logical beginning for the inauguration of these 
classes. In these classes for non-English speaking women, they 
are taught to speak English and to read and write in the same lan- 
guage. 

The non-English speaking mothers of the children in the 
schools are taught for the first time to read with their children 
at home, stories found in the primer and first reader. They con- 
sider it a great accomplishment to be able to write a friendly letter 
or a brief business letter in the English language. Lessons are 
given these women in cooking and sewing and in the observance 
of the commonly accepted practices of personal, home, and com- 
munity hygiene. This new step has large possibilities which can 
only be realized if the proper attitude is established between the 
schools and their non-English speaking patrons. 

The teachers and pupils of the Scranton Public Schools did 
their full share in the various war activities which they were asked 
to carry on. 

CENTRAL HIGH SCHOOL. 

REPORT OF WAR ACTIVITIES FOR YEAR 1917-1918. 

Cash Raised by School. 

Company H. Fund $ ^'^al'l^ 

French Orphans' Fund 97.71 

Holland— Belgian Orphans' Fund 150.00 

Belgian Souvenirs ^l 

War Chest Fund 266.10 

Junior Red Cross— 100% Membership 245.00 

Junior Red Cross Fete 60.25 

Liberty Bond— Class of 1918 100.00 

269 Packages of Tobacco : 21.85 

Cash turned into 360 packages of tobacco 36.00 

$ 2,141.34 
186 



Faculty contribution to Red Cross — Second Drive 198,25 

Raised by students — Second Liberty Loan 56,100.00 

Raised by students— Third Liberty Loan 52,700.00 

Raised by students— Fifth Liberty Loan 63,200.00 

Raised by Alumni Entertainment — September, 1917 212.65 

Total $174,552.24 

DISBURSEMENTS 

136 Soldiers' Christmas Boxes — Company H 
136 Sweaters — Company H 
136 Helmets — Company H 
136 Wristlets — Company H 
136 Scarfs — Company H 

ON HAND 

55 Sweaters 

25 Helmets 

16 Pairs of Wristlets 

50 Scarfs 

120 Pairs of Socks 

Thrift Stamps sold by students to date 3,857 

War Savings Stamps sold by students to date (equal to $8,294.25) 1,266 
Flag awarded to Central High School for the highest number of stamps 
sold in the city schools. 

FRENCH RELIEF WORK 

140 three year old dresses rnade. 
14 children adopted. 
10 children furnished with two sets of all necessary wearing apparel. 

BOOK ACCOUNT 

Bound volumes donated during Book Drive 2,757 

Booklets made by students for soldiers in camps 1,435 

WORK DONE BY STUDENTS IN COMMERCIAL 
DEPARTMENT 

Made out 7,000 Enrollment cards of the Draft of June 5, 1917. 
Made out 1,500 occupational cards of the questionnaires. 
Made out 75 Junior Red Cross Certificates for City Schools. 

FOOD CONSERVATION 

440 cards signed by parents and handed in by students. 

STUDENTS IN THE SERVICE 

128 stars in the service flag — representing the number of boys 
who have graduated and are either in the navy or army. 

66 boys working on farms under the Boys' Working Federal 
Reserve. 

15 girls also working in war gardens. 

2 boys of this year's senior class enlisted in the anny. 

Considerable amount of work was accomplished by the girls 
of the school for surgical department of the Red Cross. 

187 



Besides the 100% membership in the Junior Red Cross, there 
are 210 students in school who are also members of the Senior 
Red Cross. 
Report of the Committee on Relief of French Orphans 

The Central High School adopted ten French orphans and to 
that end raised and turned over to the proper committee $365. 

During 1918-19 the students of the French classes decided 
to support for another year until March, 1920, at a yearly cost of 
$182.50, the five (5) French Fatherless Children they had adopted 
. larch, 1918. 

In addition they raised the sum of $80.00 to have the French 
classes photographed while in session and they sent a set of pic- 
tures to each one of the orphans. The total profit paid the photo- 
grapher, Mr. Hensel, was generously turned over by him to other 
French relief funds. 

TECHNICAL HIGH SCHOOL 

Scran TON, Pa. 

War Activities — 1917-1919 

IN THE SERVICE 

Graduates (men) 281 

Graduates (women) 6 287 

Left School to Enlist 6 6 

Teachers 2 

Teacher releasing Red Cross Nurse 1 3 

Killed in Action 2 

Died of Wounds 1 3 

FUNDS RAISED 

Red Cross (June, 1917) $ 180.00 

13th Pennsylvania Infantry (now 109th) (1917) 190.00 

Tech Graduates and Co. F, 109th Regt. (1917-18) 1,372.24 

Pledges to Y. M. C. A. Hut Fund by Boys (1917) 780.00 

532 Red Cross Memberships (Dec, 1917) 575.00 

(unior Red Cross Memberships (1918) lOOV; plus 247.50 

Red Cross Drive (May, 1918) 269.50 

4th Liberty Bonds given to Local Charities 200.00 

1,182 Buttons sold for Agric. Preparedness League 118.20 

Junior Red Cross Lawn Fete (1918) 43.00 

United War Work Campaign (1918) 4,465.50 

$ 8,440.94 

BONDS AND WAR SAVINGS STAMPS SOLD 
Second Liberty Loan — approximately $ 7,000.00 

Third Liberty Loan— 445 Bonds 35,650.00 

Fourth Liberty Loan (schools closed) 35 Bonds 8,700.00 

Thrift Savings Stamps, 5,039 (value Dec, 1918) 1,259.75 

War Savings Stamps, 1,119 (value Dec, 1918) A,72,i.2>7 

Fifth Liberty Loan 31,300.00 



$88,643.12 
188 



ARTICLES MADE BY PUPILS 

Bath Houses 7' x 9' for Boys' Working Reserve Camps 9 

Cook Shacks 16' x 16' for Boys' WorKing Reserve Camps 1 

Packing Boxes for Red Cross 32 

Knitting Needles 60 

Flag Sticks for Signalling 48 

Signs and Posters HO 

Surgical Dressings 14,844 

Shot Bags 600 

Hospital Garments 16i) 

Knitted Sweaters ■^^O 

Wristlets (pairs) 127 

Caps 56 

Helmets >50 

Socks ( pairs) 157 

Scarfs 12 

Dresses for Junior Red Cross 28 

5 Layettes each consisting of 2 dresses, 1 jacket, 3 waists, 1 cape 

with hood, 1 pair bootees, 1 blanket. Total number of articles.... 45 

Bed Quilts 8 

Braided Rugs 4' x 6' 2 

Afghan 1 

Kimono Dresses 24 

Infant Flannel Dresses 5 

Infants Shirts 18 

Infants Muslin Slips 12 

Infants Flannel Sacks 12 

CLERICAL WORK DONE BY PUPILS 

Draft records copied (1917) 23,000 

Questionnaires addressed (1917) 2,400 

Red Cross Cards made out (May, 1917) 3,500 

Red Cross Results (names and amounts) 1,875 

Knights of Columbus Cards and Names 14,000 

Names reported to Committee Public Safety Census (1918) 64,418 

Cards copied for 4th Liberty Loan Committee (1918) 17,014 

Cards for Registration Board No. 2 (1918) 800 

Letters written for 4-Minute Women, etc. (1918) , 250 

Certificates Lettered for 4-Minute Men (1918) 18 

Red Cross Letters Mimeographed (1918) 225 

FARM WORK VOLUNTEERS 

Volunteers for Part Time (1917) 93 

Volunteers for Summer (1917) 48 

United States Boys' Working Reserve (1918) 41 

MISCELLANEOUS 

Book Drive — Scrap Books, volumes 1,728 

Food Pledge Cards Signed 785 

Registration Cards Signed (Woman's Committee National Defense) 160 

4-Minute Speakers from Faculty 4 

Practical Food Demonstrations 6 

Christmas Boxes sent .' 240 

Property Bags sent 150 

School took part in Liberty Loan Parade. 

189 



GEORGE WASHINGTON SCHOOL 
War Work Report 

Liberty Bonds $49,400.00 

War Stamps 1,907.38 

United War Work 285.50 

Red Cross Memberships 331.25 

$51,924.13 

Quilt 1 

Frocks for Belgian Children 60 

Booklets for Soldiers 300 

Respectfully, 

Stella Kinback, Principal. 

JOHN G. WHLTTIER (NO. 2) SCHOOL 
War Work Report 

Liberty Bonds $70,500.00 

War Stamps 845.75 

Red Cross 409.50 

United War Work 254.10 

$72,009.35 
James R. Gilligan, Principal. 

DANIEL PASTORIUS (NO. 3) SCHOOL 

Report on War Work 

Junior Red Cross, 100% (1917) $ 115.00 

Senior Red Cross, 100%- (1917) 18.00 

War Stamps 742.00 

Thrift Stamps 963.00 

No. of Liberty Bonds— 275 13,750.00 

Y. M. C. A. Drive (1917) 18.00 

Knights of Columbus Drive (1917).... 8.00 

United War Work— Children pledged 212.96 

United War Work — Teachers pledged 73.00 

Total $15,899.96 

Other Work :— 

Girls — Knitting. Surgical Dressings and Sewing. 
Boys — Worked in War Gardens, on farms, tagged shovels, 
gathered peach pits, collected magazines, books. 

Eight boys pledged $10 each for the Y. M. C. A. drive in 
1917. 

T. W. Griffiths, Principal. 

JOHN ADAMS (NO. 4) SCHOOL 

Total Contribution to War Fund $ 3,845.25 

Re-pectfiilly, 

Mary E. Lynn, Principal. 

190 



MUHLENBERG (NO. 5) SCHOOL 
War Activities 

Third Liberty Loan $ 2,250.00 

Second Liberty Loan 850.00 

Junior League 6L50 

Victory Boys and Girls 57.05 

Teachers' Pledges 25.00 

War Savings Stamps— 51 255.00 

Thrift Stamps— 291 72.75 

Total $ 3.471.30 

Convalescent robes 

Minnie L. Gernon, Principal. 

ELI WHITNEY SCHOOL 

War Work Report 

Liberty Bonds $30,000.00 

War Stamps 309.75 

Thrift Stamps 100.00 

Red Cross — Teachers, pupils and jani- 
tor, all members 250.00 

War Work pledges 250.00 

$30,909.75 

Sweaters knitted by pupils 20 

Scarfs 11 

Socks, pairs 4 

Wristlets, pairs 1 

Blocks 43 

Afghan ■ 1 

D. J. W^iLLiAMS, Principal 

Farragut (No. 7) School is a four-room building, the grades 
being first, second, third and fourth. The average enrollment for 
the period of the War has been one hundred and thirty pupils. 
There are four teachers. 
Our work has been : 

Red Cross — Pupils, One hundred per cent membership. 

One wool afghan. 

Red Cross— Teachers, one hundred per cent, membership. 

Red Cross Drive $ 16.00 

Liberty Loan Bonds 2,400.00 

War Saving Stamps 205.00 

Thrift Stamps— 139 34.75 

United War Drive— Pupils 41.00 

United War Drive— Teachers 27.00 

Total $ 2,721.75 

Number of boys who attended this school and are now in ser- 
vice, fifty. 

Katie G. O'Malley, Principal. 

191 



JAMES MONROE (NO. 8) SCHOOL 
\\\a.r \\'ork Report 

Liberty Bonds $ 700.00 

War Stamps 198.00 

Red Cross 215.25 

United War Work 103.76 



$ 1,217.01 
Mary FitzGibbon, Principal. 

ROBERT FULTON (NO. 9) SCHOOL 
War Work done by teachers and pupils. 

Liberty Loan Bonds $13,300.00 

War Saving Stamps 845.00 

Thrift Stamps 352.00 

Red Cross Membership 25.00 

Junior Red Cross Membership 71.30 

Knights of Columbus 25.00 

United War Work pledges 60.50 

Victory Boys and Girls pledged 225.00 

$14,903.80 

Scarfs knitted 8 

Sweaters knitted 40 

Pairs of socks knitted 55 

Pairs of wristlets 25 

Afghans 3 

Helmets 1 

Garments for Belgian children 18 

Kate E. O'Malley, Principal. 

ROGER WILLIAMS (NO. 10) SCHOOL 
War Work Report 

Thrift Stamps $ 316.25 

War Stamps 1,015.00 

Liberty Bonds 11,800.00 

United War Work 55.35 

Victory Boys and Girls 68.00 

Senior Red Cross 5.25 

Junior Red Cross 20.25 

Total $13,280.10 

M. J. Ketrick, Princi])al. 

GARFIELD (NO. 11) SCHOOL 

Liberty Bonds $ 1,050.00 

Victory Boys and Girls 117.00 

War Chest 30.00 

War Stamps 220.00 

Thrift Stamps 86.50 

Red Cross 100.00 

Total $ 1603.50 

Convalescent Robe 1 

Theresa Gibbons, Princi])al. 

192 



IRVING (NQ. 12) SCHOOL 

War Work Report . . 

Liiberty Bonds $ 5,650.00 ■ 

Red Cross 51.25 

Junior Red Cross 135.00 

Knights of Columbus 20.00 

W. S. S 799.75 

Thrift Stamps 3ZZ.Z5 

United War Fund ; 333.75 

Total $ 7,312.00 

IMary a. Doyle, Principal. 

Dr. S. E. IVchcr, Superintendent of Schools, 

Scranton, Pa. 
Dear Sir : — 

I have the honor to submit herewith, in the approximate, a 
report of ah activities participated in during the period of the 
War just ended, by the WiUiam Cullen Bryant (No. 13) School, 
which is as follows: 

United War Work 

No. of Pledges— Males, 146 $ 124.49 

—Females, 179 133.69 

$ 258.18 
War Savings Stamp Fund 

852 W. S. S. at $5.00 $ 4,260.00 

2411 T. S. at $ .25 602.75 

Total ; $ 4,862.75 

Liberty Bonds— 68 4,300.00 

Junior Red Cross 76.45 

$14,360.13 
Articles Made by Red Cross 

Infants' Jackets 25 

Wrislets, pairs 28 

Socks, pairs 3 

Sweaters 18 

Helmets 4 

Dresses , , 75 

Quilts 1 

Bed Shirts 12 

Bed Socks 12 

Afghans 2 

Booties ..J 36 

Boxes of Tin Foil 1 

Peach Pit Collection 
A considerable quantity of peach pits was also collected. 
Respectfully submitted, 

A. W. Marvin, Acting Principal. 
193 



LINCOLN (NO. 14) SCHOOL 
Summary of War Work in Money and Material during per- 
iod of World War. 

Liberty Bonds Sold $63,050.00 

One Dollar Campaign 603.00 

United War Fund 657.65 

Junior Red Cross Lawn Fete 57.00 

Junior Red Cross Enrollment 200.00 

War Savings Stamps 2,014.00 

Thrift Stamps 2,126.62 

Money for Flag 2.23 

Grand Total $68,710.50 

Knitted Articles and Other Material 

Afghans 4 

Sweaters 20 

Socks, pairs 3 

Belgian Bonnet 1 

Knitted Blocks 25 

Scarfs .._. 4 

Dresses for French Children 350 

Tinfoil collected, lbs 50 

Peach Pits, bushels 6 

Books contributed by children for soldliers^2 wagon loads. 
Respectfully submitted, 

H. L. Morgan. 

WEBSTER (NO. 15) SCHOOL 
War Work Report 

Stamps— Thrift and W. S. S $ 448.64 

Junior Red Cross 40.50 

Drive— 1,001 for $1 52.00 

United War Campaign (pledged) 167.38 

Belgian Relief .55 

Patriotic League .55 

Liberty Bonds 1,100.00 

Total $ 1,809.62 

Afghan 1 

Books 2 dozen 

John E. O'Malley, Principal. 

LAFAYETTE (NO. 16) SCHOOL 

An approximate summary of War Work. 

Bonds $17,450.00 

W. S. S 175.00 

Thrift Stamps 98.00 

Junior Red Cross 50.75 

War Fund 100.00 

Total $17,873.75 

The teachers have knitted sweaters, have done surgical work, 
and made dresses for the Belgians. The pupils have contributed 
tin foil and peach pits. 

Clara Niemeyer, Principal. 
194 



JACKSON (NO. 17) SCHOOL 

Report of War Activities 

Liberty Bonds $ 3.500.00 

Thrift Stamps 41.75 

War Stamps 210.00 

Victory Boys and Girls 70.00 

Total $ 3,821.75 

Senior Red Cross (teachers) 100% 

Junior Red Cross (pupils) 100% 

United War Work (teachers) 100% 

Tinfoil, Peach Pits, Afghan, Sweaters, Socks, etc. 

W. W. Jenkins, Principal. 

SUMNER (NO. 18) SCHOOL 

Report of War Work 

Junior Red Cross $ 162.25 

liberty Bonds 16,800.00 

Thrift Stamps 691.00 

United War Work 168.68 

Teachers' Subscriptions 90.00 

$19,231.93 

Tinfoil, lbs 15 

Peach Pits, bushels 10 

Dresses 12 

Sweaters 15 

iCrlflS •••• / 

Afghan Blocks 152 

Wash Cloths 5 

Wristlets, pairs 5 

Richard Lewis, Principal. 

HAMILTON (NO. 19) SCHOOL 
Pupils' War Work 

Liberty Bonds $59,000.00 

United War Work Fund 134.20 

Junior Red Cross ,-. 1.34.00 

Patriotic League 10.00 

War Savings Stamps 2,705.69 

$61,983.89 

Dresses 98 

Socks, pairs 5 

Sweaters 17 

Helmets 3 

Wristlets, pair 4 

Scarfs 2 

Afghan Blocks 56 

Peach P|its, bushels , 7 

Coal Shovels (tagged) 500 

War Gardens 17 

195 



Books for Soldiers 82 

Red Cross Tree Racks 12 

Tinfoil for Junior Red Cross, lbs 25 

Farm Work 2 

Leaflets Distributed for Food Administration — 

about 2,000 

\V. ii. jAMEihox, Principal. 

U. S. GRANT (NO. 21) SCHOOL 
War Work Report 

Thrift Stamps $ 236.00 

War Stamps 150.00 

Liberty Bonds 2,150.00 

United War Work 67.32 

Senior Red Cross 33.50 

Junior Red Cross 120.50 

Teachers' War Fund 49.00 

Total $ 2,806.32 

Afghans 3 

Tinfoil, lbs 8^ 

GEORGE BANCROFT (NO. 21 ANNEX) SCHOOL 

Thrift Stamps $ 57.25 

War Stamps 255.00 

Liberty Bonds 450.00 

United War Work 19.69 

Junior Red Cross 23.75 

Senior Red Cross 8.00 

Teachers' War Fund 18.00 

Total $ 831.69 

Elizabeth G. Jones, Principal. 
PHILLIPS (NO. 22) SCHOOL 
Report on War Work 

Ljiberty Bonds $ 800.00 

War Stamps 50.50 

War Campaign Drive 20.00 

Victory Boys and Girls 25.00 

Total $ 895.50 

Junior Red Cross (pupils) 100% 

Senior Red Cross (teachers) 100% 

Peach Pits, bushels 1 

John T. Culkin, Principal. 

PATRICK HENRY (NO. 23) SCHOOL 
War Activities 

Liberty Bonds $ 500.00 

War Stamps 35.00 

Thrift Stamps 41.75 

Red Cross 61.75 

United War Work 109.00 

Total $ 1,747.50 

Elizabeth Loftus, Acting Principal. 
196 



BENJAMIN RUSH (NO. 24) SCHOOL 

Liberty Bonds $ 1,550.00 

Thrift Stamps 8.25 

War Stamps 585.00 

Senior Red Cross (teachers) 61.00 

Junior Red Cross (pupils) 94.00 

United War Work 51.65 

Total $ 2,349.90 

Anthony Ratchford. Principal. 

THOMAS JEFFERSON (NO. 25) SCHOOL 
Report of War Work 

Liberty Loan Bonds $40,000.00 

War Stamps— 590 2,632.00 

Thnift Stamps— 2,593 643.25 

Red Cross, July, 1917 38.40 

Junior Red Cross, June, 1918 188.00 

Red Cross, Teachers, 1917, Estimated.. 45.00 

Red Cross, Teachers, 1918, Estimated 65.00 
United War Work — 

Subscribed by pupils •• 300.00 

Subscribed by teachers 96.00 

Canteen Department 75.00 

Binoculars for the Navy 15.00 

French and Belgian Orphans' Fund 100.00 

Also large number of dresses, etc. 

Total $44,107.65 

Books for Soldiers 100 

Tin Foil, lbs ••••• 20 

Smileage Books 20 

Peach Pits, bushels 4 

Sweaters 21 

Afghans ; • 4 

Wristlets, pairs 12 

Scarfs, Helmets, Socks, etc. 

Yours respectfully, 

R. H. Martin, Principal. 

STEPHEN GIRARD (NO. 26) SCHOOL 

War Activities 

Thrift Stamps $ 139.50 

War Stamps 200.64 

Sale of Liberty Bonds 6,100.00 

War Fund (Pledges) — 

Pupils 83.96 

Teachers 33.50 

Red Cross — 

Annual Membersh/ip Subscriptions 17.00 

Junior 100% Enrollment 96.00 

Total $ 6,670.60 

197 



Junior Red Cross — 

Knitted Afghans 2 

Pieced Quilt Covers 2 

Respectfully submitted, 

Marie L. Diem, Principal. 

ROBERT MORRIS (NO. 27) SCHOOL 
War Activities 

First Liberty Loan $ 550.00 

Second Liberty Loan 1,300.00 

Third Liberty Loan 15,300.00 

Fourth Liberty Loan 4,500.00 

War Stamps 1,665.25 

United War Work 434.25 

Total $23,749.50 

Junior Red Cross Membership 100% 

Peach Pits, bushels 6^ 

Tinfoil, lbs 100 

Books for Soldjers 7D0 

Shovels Tagged. 
War Posters — Prize. 

J. B. Hawker, Principal. 

LONGFELLOW (NO. 28) SCHOOL 
War Work Report 

Liberty Bonds $58,650.00 

Thrift Stamps 392.50 

War Stamps 1,475.00 

Junior Red Cross (pupils) 725.00 

Senior Red Cross (teachers) 81.00 

Red Cross Drive 129.25 

Total $61,452.75 

In the first Liberty Bond drive the pupils be- 
longing to the Scouts sold $120,000 worth of bonds. 

Afghans 2 

Sweaters 20 

W. L. Rogers, Principal. 

HORACE MANN (NO. 29) SCHOOL 
War Work Report 

Liberty Bonds $ 1,600.00 

Junior Red Cross (pupils) 100.00 

Junior Red Cross (teachers) 20.00 

Patriotic League 1.00 

War Work Fund, 1918 (teachers) 59.50 

War Victory Boys and Girls 236.00 

War Saving Stamps 455.00 

Thrift Stamps 125.00 

Knights of Columbus Drive — School.... 5.00 

For Belgian Orphans 36.50 

Total $ 2,638.00 

198 



Red Cross Knitting — 

Afghan 1 

Stockings, pair 1 

Sweaters 3 

Donated Old Clothes, Food. 

Books Collected 200 

Joseph Murphy, Principal. 

STOWE (NO. 30) SCHOOL 

Summary of War Work 

Liberty Bonds (Second) $ 1,550.00 

Liberty Bonds (Third) 1,750.00 

Junior Red Cross 100.00 

Red Cross Fete (Tickets) 8.60 

Red Cross War Fund (First) 5.00 

Red Cross War Fund( Second) 23.00 

Thrift Stamps 250.00 

War Saving Stamps 275.00 

War Work Pledges (Teachers) 75.00 

Victory Boys and Girls 165.00 

War Chest 8.65 

Red Cross Lawn Parties 105.00 

Total $ 4,315.25 

Tin Foil, lbs 28 

Sarah O'Donnell, Principal. 



VAN BUREN (NO. 31) SCHOOL 
War Work Report 

4 Liberty Bonds $ 200.00 

118 War Saving Stamps 59.00 

64 Thrift Stamps 16.00 

34 1001 for 1 W. S. S 34.00 

107 Junior Red Cross Members — 

(26% of School Enroll.) 26.75 

287 United War Work Pledges— 

(71% of School Enrolled) 106.10 

Teachers' Pledges to United W. W 40.00 

Total $ 481.85 

S. Gertrude Rawson, Acting Principal. 

FRANCES WILLARD (NO. 32) SCHOOL 
Report of War Activities 

Liberty Bonds $ 8,600.00 

Thrift Stamps— 1634 408.50 

War Stamps— 195 97.50 

Red Cross 147.93 

United War Drive 255.00 

Total $ 9,508.93 

Coal Shovels Tagged 1,500 

Afghans made 1 

199 



Peach Pits Collected, bushels 5 

Sweaters, socks, helmets, wristlets, and blank- 
ets were contributed to the Scranton Red Cross 
Chapter. 

Respectfully, 

J. R. Jones, Principal. 

MADISON (NO. 33>) SCHOOL 
Report of War Work 

War Stamps $ 3,631.25 

Junior Red Cross 129.75 

Senior Red Cross 65.00 

Liberty Bonds 48,750.00 

United War Work 487.45 

Total $53,063.45 

Dresses for French Children 130 

Surgical Dressings 5,556 

Respectfully submitted, 

T. E. CuLE, Principal. 

EMERSON (NO. 34) SCHOOL 

Report of War Work 

Liberty Bonds— 8 $ 550.00 

War Savling Stamps..— 12 50.04 

Thrift Stamps— 50 12.50 

Junior Red Cross— 154 (lOO'/o) 38.50 

Red Cross Drive 22.65 

War Fund Pledged 64.50 

Total $ 738.19 

Afghan 1 

Tinfoil, pounds 5j4 

Kate E. Smith, Principal. 

BAYARD TAYLOR (NO. 35) SCHOOL 
Report of War Work 

Liberty Bonds $83,700.00 

War Stamps 9,114.50 

Red Cross 582.7D 

United War Work 615.00 

Smokes for Soldiers 70.00 

Total $94,081.20 

Sweaters 50 

Scarfs 24 

Socks, pairs 20 

Wristlets, pairs 25 

French Candles 150 

Afghans 4 

Quilts 6 

Tinfo-il, lbs 35 

Books for Soldiers 120 

200 



Garments 50 

Booties 5 

Shoes, pairs 15 

Flag for highest percentage of pupils selling bonds. 

Jos, J. JoHLER, Principal. 

FRANKLIN (NO. 36) SCHOOL 

Liberty Bonds $43,950.00 

War Sawing and Thrift Stamps 4,111.50 

Red Cross — Junior and Senior 210.00 

United War Work Campaign 419.U0 

Total $44,690.50 

Sweaters 19 

Wristlets 3 

Mufflers ■'■ 2 

Wash Cloths 42 

Blanlvet Blocks 38 

Scarfs 4 

Towels 3 

Trench Candles 150 

Respectfully, 

W. E. Davies, Principal. 

BARTRAM (NO. 37) SCHOOL 

Summary of War Work 

Red Cross $ 5.00 

Second Liberty Loan 100.00 

Red Cross Drive 8.00 

War Savings Stamps 40.00 

Third Liberty Loan 200.00 

Fourth Liberty Loan 50.00 

United War Fund 5.00 

Red Cross Drive (Dec. 1918) 2.00 

Total $ 410.00 

Junior Red Cross Membership 100% 

Anna Connerton, Teacher. 

WliXIAM PRESCOTT (NO. 38) SCHOOL 
War Activities 

Liberty Bonds $30,400.00 

War Stamps 4,522.50 

Senior Red Cross 83.00 

Junior Red Cross 128.25 

Pledges — Vjictory Boys and Girls..... 318.55 

Teachers' Contribution to Red Cross.... 37.00 
Teachers' Contribution to War Cam- 
paign Fund 65.00 

Total $35,554.30 

Afghans 3 

Tinfoil, lbs 31 

Trench Candles , 24 

Florence E. Colvin, Principal. 

201 



COOPER (NO. 39) SCHOOL 
Report of War Work 

First Liberty Loan $ 500.00 

Second Liberty Loan 650.00 

Third Liberty Loan 1,250.00 

Fourth Liberty Loan 550.00 

War Saving Stamps 175.58 

Thrift Stamps 46.75 

Dollar Thrift Dnive 68.00 

United War Work (Pupils) 190.10 

United War Work (Teacher) 54.00 

Red Cross Drive— Dec, 1917 26.00 

Re(J Cross Drive— May, 1918 22.00 

Junior Red Cross— May, 1918 51.50 

Total $ 3,583.93 

Knitting — 

Sweaters 51 

Socks, pairs 19 

Wristlets, pairs 3 

Scarfs 1 

Afghans 3 

Dressings — 

Jackets 5 

Swivel Bandages 148 

Tampons 1,500 

Compresses, dozen 1 

A. May Benedict, Principal. 

WILLIAM PENN (NO. 40) SCHOOL 

Report of War Work 

Second Liberty Loan $ 1,500.00 

Third Liberty Loan 5,450.00 

fourth Liberty Loan 4,3Sr.OO 

100% Red Cross Membership (Pupils 

1918) 155.00 

Teachers' Contribution to Red Cross.... 55.00 

War Saving Stamps 1,270.00 

Dollar Thrift Cards 367.00 

Donation to Belgian War Orphans 13.00 

Victory Campaign (Pupils) 14p.00 

Victory Campaign (Teachers) 92.00 

Total $13,392.00 

Pupils contributed Afghan to Red Cross. 
Teachers attended surgical dressing classes. 

Mrs. Marion Bloom, Principal. 

MARSHALL (NO. 41) AND ANNEX 

War Savings Stamps $ 1,216.56 

Thrift Stamps 634.25 

Liberty Bonds 5,150.00 

Victory Pledges 64.19 

United War Work Pledges 112.50 

202 



Red Cross Contributions 46.50 

Junior Red Cross 153.00 

America's Army of Relief 37.00 



Total $ 7,414.00 

Afghans 2 



John T. Jones, Principal. 



AUDUBON (NO. 42) SCHOOL 

First Liberty Loan $ 2/)00.00 

Second L|iberty Loan 4,650.00 

Third Liberty Loan 12,500.00 

Fourth Liberty Loan 15,750.00 

War Savings Stamps 3,500.00 

Thrift Stamps e.. 1,210.75 

Junior Red Cross, 100% Membership 80.00 

United War Work, pledged 447.50 



Total $40,138.25 

In addition to the above work, the Audubon School donated material for 
two beautiful quilts to the Red Cross. 

250 volumes of books were donated by the Audubon School during the 
"Book Drive". 

The children procured "Food Pledges" from every family represented 
in the Audubon School. 

Respectfully 5^ours, 

Thomas Francis, Principal. 

LOWELL (NO. 43) SCHOOL 
Report of War Work 

War Savings and Thrift Stamps $ 172.50 

Liberty Loans 5,300.00 

Junior Red Cross 123.00 

Second Red Cross Drive (Teachers).. 30.00 

United War Work (Pupils) 177.91 

United War Work (Teachers) 62.00 



Total $ 5,865.41 

K. T. McGroarty, Acting Principal. 

KOSCIUSKO (NO. 44) AND BETSY ROSS (NO. 46) 

SCHOOLS 

Report on War Work 

Liberty Bonds $ 450.00 

Stamps 124.82 

War Fund 45.00 

Senior Red Cross 18.00 



Total $ 637.82 

Afghan 1 

Junior Red Cross (Both Buildjings) 100% 

Elizabeth G. Jones, Principal. 
203 



FRANCIS SCOTT KEY (NO. 45) SCHOOL 

Report on War Work 

Liberty Bonds $ 800.00 

War Stamps 17.50 

Red Cross Drive 8.00 

United War Work 19.00 

Total $ 844.S0 

Red Cross Enrollment 100% 

Teachers Knitted — 

Sweaters 7 

Helmet 1 

Wristlets pairs 2 

Tyllie Jennings, Principal. 



AMERICA'S GIFT TO FRANCE 



Central High School $ 50.73 

Technical High School 45.30 

Administration Bldg 9.00 

No. 2 School 7.60 

No. 3 School 7.00 

No. 4 School 2.50 

No. 5 School 3.34 

No. 6 School 4.58 

No. 7 School 1.00 

No. 8 School 60 

No. 9 School 3.21 

No. 10 School 0.00 

No. 11 School 3.70 

No. 12 School 12.11 

No. 13 School 5.74 

No. 14 School 16.29 

No. 15 School 1.18 

No. 16 School 5.16 

No. 17 School 1.00 

No. 18 School 6.09 

No. 19 School 7.54 

No. 21 School 0.00 

No. .22 & 23 Schools 3.15 



No. 24 School 1.85 

No. 25 School 8.17 

No. 26 School 0.52 

No. 27 School 5.05 

No. 28 School 12.00 

No. 29 School 5.10 

No. 30 School 5.62 

No. 31 School 4.15 

No. 32 School 2.35 

No. 33 School 9.00 

No. 34 School 0.00 

No. 35 School 10.00 

No. 36 School 3.37 

No. 37 School 1.55 

No. 38 School 5.83 

No. 39 School 5.10 

No. 40 School 3.80 

No. 41 & Annex 13.21 

No. 42 School 3.30 

No. 43 School 2.40 

No. 44 & 46 Schools 2.25 

No. 45 School 1.11 

Total $.302.55 



204 



Dr. S. E. IVcbcr, Superintendent of Schools, 

Scranton, Pa. 
Dear DoctottWeber : 

In accordance with your request, the Department of Build- 
ings and Supplies submits the following report covering the year 
1918-19: 

Expenditures of the Department of Buildings and Supplies 
for the fiscal year 1918-19 are as follows: 

REPORT OF SUPERINTENDENT OF 
BUILDINGS AND SUPPLIES. 

GENERAL CONTROL $ 5,639.61 

Salaries $ 4,960.00 

Supplies for Office 679.61 

5,639.61 

INSTRUCTIONAL SERVICE 45,657.19 

Supervisors' Supplies 631.68 

Principals' Supplies 579.23 

Commencement — High Schools 1,294.00 

Textbooks 14,259.17 

Supplies Used in Instruction 28,793.24 

Exhibits, Night School Commencement, and 

Christmas trees for kindergartens 99.87 

45,657.19 

OPERATION OF PLANT 109,639.98 

Janitor Service— Pay Rolls $68,070.93 

Extra Service— Out Labor 889.85 

Night School pay rolls 1,172.48 70,133.26 

Coal Consumption 26,848.26 

Wood Consumption 114.42 

Steam Heat— No. ii School 721.00 

Water Consumption 2,505.49 

Electric Light and Power 4,343.10 

Gas Consumption 550.44 

Janitors' Supplies 1,903.50 

Removal of Ashes 1,395.21 

Other Expense of Operation 1,125.30 

109,639.98 

MAINTENANCE OF PLANT 49,965.19 

Upkeep of Grounds 3,729.63 

Repairing Buildings 18,264.88 

Repairs to Heating Apparatus 8,494.16 

Repairs to Electrical Apparatus 1,322.90 

Repairs to Plumbing Apparatus 2,829.53 

Repairs to Furniture 8,175.47 

Repairs to Other Equipment 2,983.34 

Salaries of Supervisors 3,240.00 

205 



Upkeep of Ford car 315.73 

Street Car Tickets for men 502.50 

Tools and other expenses 107.05 

49,965.19 

CAPITAL OUTLAY 13,837.90 

Improvements of Grounds 804.64 

Alterations and Improvements to Bldgs 3,434.94 

Outlay to plumbing 478.98 

Outlay to heating 1,774.10 

Outlay— Electrical 2,191.38 

New Furniture 1,730.56 

Other Equ^ipment 419.30 

Lunch Room — Installation and Maintenance 2,474.50 

New Ford Truck 529.50 

13,837.90 

AUXILIARY AGENCIES 4,184.04 

Libraries— C. H. S $341.98 

T. H. S 283.37 

Grades 860.20 1,485.55 

Delivery of Supplies 1,598.22 

Supply Room — Salary Storekeeper 1,080.00 

Other Expenses 210.27 

4,184.04 

GRAND TOTAL $228,923.91 

1917-1918 224,504.15 

The statements submitted herewith will explain in detail some 
of the costs, the first one being a statement of general supplies, 
giving cost per pupil. On account of the steady increase in prices 
of practically all material, it has been necessary to talk economy 
and practice it to a greater degree than ever before, and the result 
in the cost per pupil for general supplies is indeed gratifying. In 
1917-18 the cost per pupil for general supplies was $.834, while 
in 1918-19 it was $.743, showing a decrease of more than 10%. 

COST OF GENERAL SUPPLIES, 1918-19 

Total Cost Average Cost per Pupil 

School 3-11 Attendance 1918-19 1917-18 

Adm. Bldg $ 232.00 364 .6Z7 .828 

No. 2 486.65 565 .861 .916 

No. 2 Snooks 32.94 26 1,267 1,714 

No. 3 269.94 450 .600 1,057 

No. 4 & Annex 94.26 194 .486 .719 

No. 5 & Annex 132.91 196 .678 .689 

No. 6 280.02 454 .617 .815 

No. 7 97.40 123 .782 .528 

No. 8 162.09 318 .510 .649 

No. 9 264.23 393 .672 .896 

No. 10 243.79 400 .609 .879 

206 



No. 11 214.61 

No. 12 229.98 

No. 13 567.22 

No. 1.4 Annex 668.82 

No. 15 192.36 

No. 16 341.66 

No. 17 & Annex 314.50 

No. 18 & Annex 401.02 

No. 19 379.71 

No. 20 255.17 

No. 21 & Annexes 382.92 

No.. 22 94.10 

No. 23 183.77 

No. 24 257.76 

No. 25 454.64 

No. 26 157.13 

No. 27 463.52 

No. 28 & Annex 479.25 

No. 29 316.08 

No. 30 257.29 

No. 31 & Annex 260.99 

No. 32 & Annex 204.50 

No. 33 284.93 

No. 34 89.97 

No. 35 270.46 

No. 36 305.89 

No. 37 15.02 

No. 38 398.90 

No. 39 153.33 

No. 40 485.88 

No. 41 496.58 

No. 42 .306.93 

No. 43 & Annex 365.84 

No. 44 67.17 

No. 45 12.58 

No. 46 27.57 

$12,653.68 

T. H. S 667.81 

C. H. S 927.25 

Domestic Science 16.33 

Manual Training 27.14 

Night School 129.52 

Continuation 204.41 



389 


.552 


.683 


481 


.478 


.567 


617 


.919 


.804 


730 


.915 


.918 


302 


.637 


.852 


394 


.867 


.956 


372 


.845 


.953 


536 


.748 


.879 


513 


.740 


.932 


308 


.828 


.745 


498 


.768 


.609 


143 


.658 


.532 


225 


.817 


.810 


217 


1,188 


1,157 


685 


.664 


1,154 


353 


.445 


.806 


533 


.870 


1,020 


616 


.778 


.767 


335 


.944 


.787 


391 


,658 


.751 


337 


.774 


.779 


432 


.473 


.409 


493 


.578 


.677 


129 


.697 


.432 


344 


.786 


.914 


402 


.761 


.701 


32 


.469 


.982 


496 


.804 


1,043 


248 


.618 


.907 


535 


.908 


.860 


434 


1,144 


.849 


376 


.816 


.838 


407 


.899 


.916 


234 


.287 


.287 


64 


.197 


.237 


86 


.321 


.280 


17,170 


.737 


.798 


937 


.713 


1,914 


1,062 


.873 


1,403 



$14,626.14 
Average cost per pupil for grade 
schools and high schools com- 
bined .743 .834 

The following statement shows the distribution of cost of 
supplies by departments, including all supplies for special acti- 
vities : 



207 



COST OF SUPPLIES CONSUMED YEAR 1918-19 

Dkfartment Coded 

• ■ • ' 3-11 3-13 

General Supplies— Issued through Supply Room $14,626.14 $ 587.51 

Central High School 971.00 1,445.35 

Technical High School 4,364.54 1,815.38 

Kindergarten Department 419.36 311.84 

Sewing Department 832.66 . . 50.45 

Sewing Department — Continuation 10.95 

Domestic Science Centers — 

Adm. Bldg.— Day School 159.75 3.10 

No. 8— Day School 124.58 3.49 

No. 18— Day School 214.32 15.17 

No. 25— Day School 140.37 9.84 

Adm. Bldg.— Continuation 41.93 

No. 8— Continuation 86.10 1.25 

No. 18— Continuation 69.19 

No. 25— Continuation 69.89 

Adm.- Bldg.— Night School 

No. 8— Night School 34.54 

No. 18— Night School 21.19 

No. 25— Night School 22.43 

Manual Training Centers — 

Adm. Bldg 523.03 18.25 

No. 8 422.97 19.65 

No. 18 589.84 89.56 

No. 25 466.29 45.01 

Totals $24,487.87 $ 4,467.37 

Total for both classes of supplies $28,955.24 

Note — 3-11 represents Supplies Actually Consumed. 

3-13 represents Supplies in the Nature of Equipment. 

The cost of coal constimption, with the exception of janitor's 
salaries, is the largest item of expense in the operation of the 
school plant, and there has heen a constant endeavor on the part 
of this department to bring this cost to a minimum, by soliciting 
co-operation on the part of janitors in caring for fires. The follow- 
ing statement bespeaks the result. It will be noted that the coal 
consumption this year is about 1500 tons lower than that of twelve 
years ago, in spite of the addition of about one hundred and 
twenty-five rooms during this period. 

COMPARING COAL CONSUAIPTION BY YEARS 

Year No. of tons 

1907-08 : 6,287 

1908-09 6,102 

1909-10 5,669 

1910-11 . 5,648 

1911-12 6,210 

1912-13 5,579 

■ 1913-14 5,819 

1914-15 5,567 

1915-16 5,985 

1916-17 5,795 

1917-18 6,098 

1918-19 4,784 

208 



Year 



Consumption 
Per Room 



Average Temperature 
October to April inc. 



1914-15 10.04 tons. 

1915-16 10.09 tons. 

1916-17 9.60 tons. 

1917-18 9.69 tons. 

1918-19 7.71 tons. 



.38.8 degrees 

.36.8 degrees 

.37.1 degrees 

.33.9 degrees 

.40.5 degrees 



In comparing the consumption of coal per room this year with 
that of last year, it might he added that the decrease amounts to 
about 20%, while the rise in temperature was 16%, again show- 
ing a balance on the efficiency side. 

The following statements showing consumption by schools 
and the standing of each school might also prove of interest: 



COAL CONSUMPTION AND COST— FOR YEAR 1918-19 

No. of 
Tons 
School Consumed 

Boiler Plant 1,246 

No. 2 & Port 102 

No. 2 Snooks 9 

No. 3 86 

No. 4 38 

No. 5 38 

No. 5 Annex 6 

No. 6 113 

No. 7 55 

No. 8 85 

No. 8 Annex 9 

No. 9 65 

No. 10 74 

No. 11 95 

No. 12 102 

No. 13 102 

No. 14 86 

No. 14 Annex 65 

No. 15 64 

No. 16 Kgn. (rented) 14 

No. 17 46 

No. 17 Annex 87 

No. 18 79 

No. 18 Annex & 1 Port 52 

No. 18 Port 19 

No. 19 94 

No. 20 104 

No. 21 56 

No. 21 Annex 25 

No. 21 Albright 18 

No. 22 40 

No. 2i 101 





Tons 


Cost 


Cost of 


Per 


Per 


Consumption 


Room 


Room 


$ 6,214.30 


13.84 


$69.04 


592.25 


6.00 


34.83 


58.80 


9.00 


58.80 


312.70 


5.73 


20.84 


218.90 


9.50 


54.68 


227.65 


6.33 


37.94 


55.05 


6.00 


55.05 


640.80 


8.06 


45.77 


299.75 


13.75 


74.93 


373.20 


8.50 


2,7.32 


52.25 


9.00 


52.25 


367.00 


6.50 


36.70 


421.00 


5.28 


30.07 


590.55 


8.63 


53.68 


598.50 


7.28 


42.75 


526.70 


7.28 


37.62 


503.70 


6.14 


23.97 


357.10 


6.50 


35.71 


364.80 


6.40 


36.48 


85.60 


14.00* 


85.60* 


288.00 


11.50 


72.00 


413.50 


9.66 


45.94 


499.50 


9.87 


62.43 


328.30 


7.42 


46.90 


129.65 


9.50 


65.82 


574.10 


5.87 


35.87 


664.60 


11.55 


73.84 


324.24 


7.00 


40.53 


144.50 


8.33 


48.16 


101.52 


4.50 


25.38 


211.60 


10.00 


21.16 


578.10 


9.22 


64.23 



209 



No, 24 68 434.10 7.55 48.25 

No 25 109 661.35 7.26 44.09 

No. 25 Annex 87 572.20 8.70 57.22 

No 26 57 350.75 5.70 35.07 

No 27 82 607.50 6.83 60.75 

No. 27 Port 24 163.40 6.00 40.85 

No. 28 78 431.30 7.09 39.20 

No. 28 Anenx 50 285.80 8.33 47.63 

No. 29 99 553.35 9.00 50.30 

No. 30 108 643.50 9.00 53.62 

No. 31 51 337.90 6.37 42.23 

No. 31 Annex 18 98.40 9.00 49.20 

No. 32 48 246.34 6.00 30.79 

No. 32 Annex 25 175.75 5.00 35.15 

No. 34 50 317.95 10.00 63.59 

No. 35 54 305.95 5.40 30.59 

No. 36 91 614.25 7.58 51.18 

No. 37 21 128.70 10.50 64.35 

No. 38 72 415.61 5.53 31.96 

No. 39 56 335.50 6.22 37.27 

No. 40 86 516.40 5.37 32.27 

No. 41 62 363.90 5.63 33.08 

No. 42 44 246.40 4.00 22.40 

No. 43 53 222.05 5.88 24.67 

No. 43 Annex 20 81.80 5.00 20.45 

No. 44 42 300.80 7.00 50.13 

No. 45 18 117.50 9.00 58.75 

No. 46 36 201.60 12.00 66.60 

Totals 4,784 26,848.26 Aver. 7.71 45.31 

Totals, 1917-18 6,098 31,127.33 9.69 52.26 

*Not included in average, as heat for church is included. 

The cost of removal of ashes shows a slight decrease, but on 

account in the increased price per can for removal, this is not in 

proportion to the large decrease in the number of cans removed, 
due, of course, to the smaller number of tons of coal consumed 

The following statement gives in detail the number of cans of 
ashes removed and cost of same. 

COST OF REMOVAL OF ASHES— YEAR 1918-19 

1918-19 1917-18 

School Cans Amount Cans Amount 

B. P. (loads 166 199.20 (loads) 226 271.20 

No. 2 357 44.62 366 36.60 

No. 3 253 31.25 271 27.10 

No. 4 156 19.50 191 19.10 

No. 5 132 16.50 148 14.80 

No. 6 475 59.38^ 572 56.72 

No. 8 227 28.15 363 36.30 

No. 9 219 27.371/, 274 27.40 

No. 10 271 33.87/ 288 28.80 

No. 11 341 42.50 292 29.20 

No. 12 26 2.60 

210 



No. 13 454 

No. 14 300 

No. 14 Annex 262 

No. 16 Kgn. (rented) 25 

No. 18 257 

No. 18 Annex 179 

No. 19 406 

No. 21 214 

No. 23 357 

No. 24 232 

No. 25 281 

No. 25 Annex 313 

No. 26 282 

No. 27 348 

No. 28 235 

No. 28 Annex 159 

No. 29 454 

No. 31 186 

No. 31 Annex 73 

No. 32 206 

No. 32 Annex 85 

No. 34 182 

No. 35 226 

No. 36 465 

No. 38 197 

No. 39 2|D8 

No. 40 365 

No. 41 49 

No. 42 156 



56.34^ 
37.50 


483 

408 


48.30 
40.80 


32.75 


337 


33.70 


3.\2y2 
32.\2y2 
23.37% 

50.55 


492 
495 


49.20 
49.50 


26.75 


244 


24.40 


44.921^ 
28.32J4 
34.85 


468 
250 
477 


46.80 
25.00 

47.70 


38.92J^ 
35.10 


392 
321 


39.20 
32.10 


43.25 


421 


42.10 


29.15 


290 


29.00 


19.771^ 
56.75 


224 
474 


22.40 
47.40 


23.07J^ 
9.12K- 
25.75 


227 

78 

189 


22.70 

7.80 

18.90 


10.55 


138 


13.80 


22.75 


188 


18.80 


28.26 


256 


25.60 


59.07>< 
24.621^ 
26.00 


628 
301 
214 


62.80 
30.10 
21.40 


45.12^ 

5.45 


349 
271 


34.90 
27.10 


19.50 


183 


18.30 




226 




[,395.01 


11,654 


$1,436.12 



Loads 166 

Cans 9,587 

Cost of Removal of Ashes for previous years as follows : — 

1912-13 $ 908.30 1916-17 1,148.60 

1913-14 1,253.66 1917-18 1,436.12 

1914-15 933.62 1918-19 1,395.21 

1915-16 1,026.07 

SCHOOLS ARRANGED ACCORDING TO RANK AS TO 
COAL CONSUMPTION PER ROOM 

School Tons School Tons 

Rank 1918-19 1917-18 

1st 42 4.00 42 5.81 

2nd 21 Alb. 4.50 5 6.33 

3rd 32 An.-43 An. 5.00 10 6.71 

4th 10 5.28 32 7.00 

5th 40 5.37 11 7.18 

6th 35 5.40 43 An.-27 Port 7.25 

7th 38 5.53 43 7.33 

8th 41 5.63 32 An. 7.40 

9th 26 5.70 19 7.41 

10th 3 5.73 36 7.53 

11th 19 5.87 3 7.60 

12th 43 5.88 40 7.62 

211 



13th 


2-5 An. 


-27P.-32 




6.00 


41 


7.63 


14th .... 




14 




6.14 
6.22 
6.33 


2 
31 

28 


7.64 


15th 




39 


7.75 


16th 




5 


7.90 


17th 




31 




6.37 


39-26-17-15-2 Snooks 


8.00 


18th 




15 




6.40 


13 


8.06 


19th 




.... 9-14 An. 


6.50 


21 


8.37 


20th 




27 




6.83 


14 An. 


8.40 


21st 




. 21-44 
28 




7.00 
7.09 


9 
24 


8.80 


22nd .... 




8.88 


23rd 




25 




7.26 


4-8 An. 


9.00 


24th 




. 12-13 




7.28 


27 


9.15 


25th 




18 An. 


7.42 


35 


9.30 


26th 




24 




7.55 


12-21 Alb. 


9.50 


27th 




36 




7.58 


6 


10.07 


28th 




6 




8.06 


25 


10.28 


29th 


21 


An.-28 


An. 


8.33 


14 


10.42 


30th 




8 




8.50 


18 An. 


10.50 


31st 




11 


An. 


8.63 

8.70 


44-21 An. 
28 An. 


10.66 


32nd 




25 


10.83 


33rd 


...2 Snooks-{ 


? An.-29-30-31 An. 










and 45 






9.00 


45 


11.00 


34th 




23 




9.22 


8 


11.10 


35th 




... 4-18 


Port. 


9.50 


29 


11.45 


36th 




17 


An. 


9.66 


30 


11.50 


37th 




18 




9.87 


5 An. 


11.75 


38th 




, 22-34 




10.00 


25 An. 


11.80 


39th 




2,1 




10.50 


20-37 


12.00 


40th 




17 




11.50 


18 


12.10 


41st 




20 




11.55 


7 


12.50 


42nd 




46 




12.00 


36 


12.58 


43rd 




7 




13.75 


31 An. 


13.00 


44th 




B. P. 




13.84 


34 


14.00 


45th 




~ 






46 


14.33 


46th 




— 






22 


14.50 


47th 




— 






2Z 


16.00 


48th 




— 






B. P. 


17.51 


Average 


per Room... 






7.71 




9.69 



The cost of janitors' supplies also shows a decrease in the 
total as well as in the cost per room. It is difficult, however, to 
make any comparison with the previous year, as this decrease is 
due partly to the fact that a number of articles formerly charged 
as janitors' supplies have been reclassified as equipment, and are 
not shown therefore in this year's figures. 

COST OF JANITORS' SUPPLIES— 1918-19 



School Total Cost 

C. H. S $ 131.69 

T. H. S 154.05 

Adm. Bldg 88.66 

No. 2 39J0 

212 



No. of 


Cost per 


Room 


Rooms 


1918-19 


1917-18 


28 


4.703 


4.507 


35 


4.401 


3.942 


27 


3.284 


4.183 


17 


2.312 


3.093 



No. 2 Snooks 4.82 

No. 3 32.80 

No. 4 22.98 

No. 5 15.69 

No. 5 Annex 

No. 6 35.92 

No. 7 26.93 

No. 8 21.60 

No. 8 Annex 3.29 

No. 9 35.45 

No.lO 36.46 

No. 11 38.41 

No. 12 41.83 

No. 13 28.47 

No. 14 72.28 

No. 14 Annex 18.42 

No. 15 34.68 

No. 17 & An 37.52 

No. 18 & An 40.73 

No. 19 & Port 38.00 

No. 20 26.99 

No. 21 & An 31.82 

No. 21 Alb 9.19 

No. 22 10.14 

No. 23 10.12 

No. 24 17.79 

No. 25 & An 76.00 

No. 26 52.74 

No. 27 69.73 

No. 28 37.89 

No. 28 An 17.91 

No. 29 : 37.18 

No. 30 33.19 

No. 31 28.32 

No. 31 An 10.89 

No. 32 32.04 

No. 32 An 17.33 

No. 33 28.04 

No. 34 17.12 

No. 35 22.98 

No. 36 25.26 

No. 37 4.06 

No. 38 43.98 

No. 39 25.85 

No. 40 69.06 

No. 41 30.14 

No. 42 26.26 

No. 43 20.74 

No. 43 An 11.24 

No. 44 12.98 

No. 45 

No. 46 5.20 

Miscellaneous 41.34 

Total $1,903.50 



1 


4.820 


5.000 


15 


2.187 


2.331 


4 


5.745 


7.747 


6 


2.615 


4.475 
1.500 


14 


2.566 


2.761 


4 


6.733 


4.605 


10 


2.160 


1.827 


1 


3.290 


3.180 


10 


3.545 


3.264 


14 


2.604 


2.097 


11 


3.482 


3.216 


14 


2.988 


4.860 


15 


1.898 


4.752 


14 


5.163 


2.152 


10 


1.842 


2.343 


10 


3.468 


3.958 


13 


2.886 


3.122 


17 


2,396 


5.277 


16 


2.375 


3.435 


9 


2.999 


3.644 


11 


2.893 


5.551 


4 


2.298 


4.337 


4 


2.535 


4.880 


9 


1.124 


6.595 


9 


1.977 


2.531 


25 


3.040 


4.592 


10 


5.274 


9.913 


16 


4.358 


5.336 


11 


3.445 


1.734 


6 


2.985 


3.584 


11 


3.380 


2.850 


12 


2.766 


1.801 


8 


3.540 


2.940 


2 


5.445 


12.660 


8 


4.005 


5.297 


5 


3.466 


4.674 


14 


2,003 


1,886 


5 


3.424 


4.496 


10 


2.298 


1.452 


12 


2.105 


1.206 


2 


2.030 


4.115 


13 


3.383 


3.795 


9 


2.872 


2.486 


16 


4.316 


4.623 


11 


2740 


12.272 


11 


2.387 


2.665 


9 


2.304 


4.173 


4 


2.810 


1.867 


6 


2.163 


2.678 


2 




7.625 


3 


1.733 


2.306 


584 Aver. 


3.259 


4.074 



213 



The remaining statements in regard to water consumption, cost 
of electric light and power, and cost of high schools are self ex- 
planatory. The cost of water consumption and electric light and 
power has shown a steady decrease for several years. 

COST OF WATER CONSUAIPTION— YEAR 1918-19 

Boiler Plant $ 284.50 $ 348.77 

Adm. Bldg 100.32 94.10 

C. H. S 41.76 59.90 

T. H. S 256.56 88.06 

M. T. S 35.96 41.73 

No. 2 56.88 77.10 

No. 3 31.36 43.06 

No. 4 37.86 42.84 

No. 4 Annex 22.00 24.00 

No. 5 33.82 27.32 

No. 5 Annex 32.00 16.00 

No. 6 24.00 24.66 

No. 7 25.00 18.75 

No. 8 38.16 39.16 

No. 9 28.64 36.26 

No. 10 37.62 54.76 

No. 11 36.70 32,94 

No. 12 31.56 41.74 

No. 13 36.06 37.30 

No. 14 35.04 60.32 

No. 14 Annex 31.44 30.06 

No. 15 30.74 72.13 

No. 17 24.00 24.00 

No. 17 Annex 30.88 110.20 

No. 18 37.24 86,20 

No. 18 Annex 24.72 27.32 

No. 19 43.98 49.46 

No. 20 24.00 24.00 

No. 21 35.02 39.56 

No. 21 Albright 24.00 24.00 

No .22 24.00 24.49 

No. 23 24.00 25.56 

No. 24 59.31 41.39 

No. 25 57.56 69.83 

No. 25 Annex 43.74 66.57 

No. 26 28.44 32.89 

No. 27 26.12 66.00 

No. 28 52.22 86.58 

No. 28 Annex 24.00 24.09 

No. 29 50.88 59.22 

No. 30 58.34 62.94 

No. 31 24.00 24.00 

No. 31 Annex 25.26 24.00 

No. 32 28.92 30.62 

No. 32 Annex 24.48 24.00 

No. 32 24.48 24.00 

No. 33 30.52 46.36 

No. 34 24.00 24.00 

No. 35 47.34 70.28 

214 



No. 36 


53.36 


52.78 


No. 38 


57.52 


86.02 


No. 39 


25.55 


32.34 


No. 40 


30.38 


36.17 


No. 41 


29.02 


36.46 


No. 42 


38.36 


37.20 


No. 43 


31.70 


38.14 


No. 43 AnncK 


24.00 


24.64 


No. 44 


24.00 


24.00 


No. 45 


24.00 


24.00 


No. 46 


24.00 


24.00 


Totals 


$2,505.49 


$2,922.47 



COST OF ELECTRIC LIGHT AND POWER 
—YEAR 1918-19 









Light 


Power 




School 




1918-19 


1917-18 


1918-19 


1917-18 


Adm. ] 


31dg 


.$ 166.15 


$ 153.45 


$ 350.50 


$ 371.00 


C. H. S 




. 136.60 


309.15 


35.80 


49.40 


T. H. : 


3 


,. 41.30 


125.00 


543.00 


569.00 


M. T. : 


3 


. 29.55 


159.50 


646.95 


474.50 


No. 2... 




18.15 


16.00 






No. 3... 




. 32.35 


22.00 






No. 4... 




12.00 


14.90 






No. 5... 




10.40 


12.20 






No. 5 Annex 


10.00 


10.00 






No. 6... 




. 33.40 


33.80 






No. 8... 




22.70 
19.80 


35.05 
14.80 


100.60 




No. 9... 




41.10 


No. 10., 




14.25 


14.75 


54.50 


87.00 


No. 11. 




. 64.95 


11.40 


127.50 


133.40 


No. 12. 




.. 27.15 


23.30 


111.00* 


11.60 


No. 13. 




22.90 


12.75 


150.25 


141.40 


No. 14. 




. 21.60 


22.25 


11.25 


10.00 


No. 14 


Annex 


. 33.50 


37.20 


10.45 


23.00 


No. 16.. 




10.00 


16.00 


10.00 


16.00 


No. 17.. 




11.00 


28.10 






No. 17 


Annex ... 


16.30 


6.00 


10.00 


15.35 


No. 18.. 




. 20.95 


10.00 






No. 18 


Annex ... 


. 23.30 


26.85 






No. 19.. 




8.00 


6.05 


136.95 


94.90 


No. 21.. 




10.00 


99.05 


42.60 


50.65 


No. 21 


Albright. 


10.00 


9.00 






No. 22.. 




10.00 


10.00 






No. 23.. 




10.90 


23.35 






No. 24.. 




10.00 


11.60 


18.7(0 


65.80 


No. 25.. 




. 48.20 


49.90 


112.25 


85.65 


No. 25 


Annex ... 


. 21.40 


28.65 


34.25 


34.90 


No. 26.. 




12.60 


17.95 


31.95 


12.70 


No. 27.. 




22.05 


10.80 


146.25 


125.35 


No. 28.. 




. 22.80 


75.65 






No. 28 


Annex ... 


10.00 


12.35 


9.70 


10.20 


No. 29.. 




13.70 


21.70 






No. 30.. 




5.00 









215 



No. 31 11.50 9.00 

No. 32 13.55 15.55 

No. 33 22.50 25.20 

No. 34 11.50 19.85 

No. 35 10.00 10.00 

No. 36 24.40 29.65 

No. 38 12.80 14.70 144.80 

No. 39 10.00 9.40 113.25 

No. 40 16.75 10.25 100.30 

No. 41 16.05 17.95 12.75 

No. 42 9.00 10.00 73.15 

No. 43 10.00 9.00 15.10 

No. 44 9.00 10.00 

Total $1,189.40 $1,591.05 $3,153.70 

*This amount includes $97.00 old bill. 

Total Light and Power 1918-19— $4,342.10. 1917-18- 



19.75 
125.65 
110.20 
16.80 
81.30 
17.45 



$,2,794.05 
-$4,385.10. 



COST O'F HIGH SCHOOLS— 1918-19 

Technical 

Department Central & M. T. S. 

Science $ 879.01 $ 375.18 

Mathematics 231.99 424.85 

History 290.64 182.49 

EngHsh 255.55 542.97 

German 110.37 ] 

French 302.15 \ 421.60 

Spanish 405.20 ) 

Latin 360.59 

Drawing 241.93 

Freehand Drawing 112.28 

Mechanical Drawing 498.26 

Sewing 43.76 

Music 159.02 52.56 

Office :.. 238.21 304.40 

Commercial 1,576.33 1,315.73 

Applied Art 171.23 

Domestic Art 346.34 

Domestic Science 1,674.96 

Forging, Iron Work, etc 635.94 

Woodworking 1,187.20 

Books for Library, etc 541.98 283.37 

Express not class|ified by Department 1.70 6.64 

General Supplies from Stock 932.25 672.81 

Salaries of Teachers 49,689.83 64,658.83 

Total— Supplies, Textbooks and Salaries $56,060.51 $73,867.66 

Average Attendance 1,062 937 

Cost per Pupil for Supplies, Textbooks and 

Salaries $ 52.76 $ 78.83 

Cost of Supplies, Textbooks and Salaries $56,060.51 $73,867.66 



216 



2,859.40 


2,671.08 


136.60 


70.85 


35.80 


1,101.50 


41.76 


292.52 


209.40 


162.11 


131.69 


154.05 



Operation of Plant Boiler Plant 

Janitor Service $ 3,700.50 

Light 

Power 

Water 284.50 

Gas 

Janitors Supplies 

Coal Consumption 6,214.30 

Removal of Ashes 199.20 

Maintenance 230.63 2,567.67 2,155.23 

Steam Line 627.83 

Capital Outlay 2,358.95 228.96 

Lunch Room Equipment 674.74 

Cost of heating 90 rooms $11,256.96 

Cost of 28 rooms (C. H. S.).... 3,501.96 

Cost of 35 rooms (T. H. S.).... 4,377.45 



Total cost of high schools $67,903.74 $85,756.15 

Cost per pupil for all expenses $ 63.94 $ 91.52 

The cost of various repairs by classification is as follows : — 

Tinning and roof repairs $2,220.36 

Plumbing 1,743.91 

Air systems 118.06 

Plaster 78.90 

Concrete work 948.04 

Pointing brick 987.32 

New boiler tubes 1,394.32 

Smead Wlills Systems 90.82 

We also inaugurated, this year, a system of cleaning desks 
by contract. A great many of the schools had desks in an tm- 
sanitary condition, and badly cut and stained. During the year 
we cleaned 4,339 desks at a contract price of $1.35 per desk. 

A great deal of inside painting was done during the year, in- 
cluding schools Central High School, No. 9, No. 10, No. 12, No. 
18, No. 18 Annex, No. 19, No. 22, No. 26, No. 27, No. 28 Annex, 
No. 29, No. 35. 

Respectfully submitted, 

G. E. Haak, 

Supt. Buildings and Supplies. 



217 



SCHOOL BUDGET 

ESTIMATED REVENUE 

For Fiscal Year Commencing July 5, 1920 

Property Valuation (As certified by City Assessors) $102,044,170.00 

A levy of sixteen mills would produce (.016) 1,632,706.72 

Out of 31,515 personal assessments at $5.00 each, it is esti- 
mated that there will be collected in the year 1920-1921 

approximately 75,000.00 

$ 1,707,706.72 

Deduct for exonerations and registrations 20,000.00 

Net amount from taxes $ 1,687,706.72 

From State appropriations 230,000.00 

Bank interest 10,000.00 

Tuition and miscellaneous 3,000.00 

Total estimate revenue, to be used for general school and 

sinking fund purposes $ 1,930,706.72 

ESTIMATED EXPENDITURES 

For Fiscal Year Commencing July 5, 1920 

General control $ 49,600.00 

Instructional services 1,139.809.08 

Operation of plant 164,800.00 

Maintenance of plant 84,606.30 

Fixed charges 30,678.78 

Debt service 104,300.00 

Capital outlay 325,216.56 

Auxiliary agencies 31,696.00 

$ 1,930,706.72 
EXPLANATORY OF EXPENSES FOR 1920-1921 
GENERAL CONTROL 

2-1 Solicitor and Accountant — salaries and supplies $ 3,900.00 

2-2 Board of Education and Secretary's office salaries 5,220.00 

2-3 Board of Education and Secretary's office supplies 450.00 

2-4 Tax Collector and Treasurer— salaries 11,800.00 

2-5 Tax Collector and Treasurer — supplies 1,275.00 

2-6 Other expense of business control 900.00 

2-7 Superintendent's office — salaries 7,800.00 

2-8 Superintendent's office — supplies 500.00 

2-9 Superintendent's office — other expense 700.00 

2-10 Compulsory education — salaries 7,500.00 

2-11 Compulsory education — supplies and other expenses 1,370.00 

2-12 Office of Superintendent of Buildings and Supplies — 

salaries 6,360.00 

2-13 Office of Superlintendent of Buildings and Supplies- 
supplies 725.00 

2-15 Other expense of educational control 1,100.00 

GENERAL CONTROL— Total $ 49,600.00 

218 



INSTRUCTIOxNAL SERVICE 

3-1 Supervisors — salaries $ 22,070.00 

3-2 Supervisors — other expenses 660.00 

3-3 Principals — salaries 94,584.50 

3-4 Principals — salaries of clerks 2,640.00 

3-5 Principals — supplies 603.90 

3-6 Principals — other expenses 100.00 

3-7 Institute pay roll 14,000.00 

3-S Other expenses of superv(ision 1,075.00 

3-9 Teachers— salaries 910,040.00 

3-10 Textbooks 26,983.40 

3-11 Other supplies used in instruction second class 50,857.97 

3-12 Commencement exercises, exhibits, etc 2,970.00 

3-13 Other supplies used in instruction first class 13,224.31 

INSTRUCTIONAL SERVICE— Total $ 1,139,809.08 

4-1 Wages of janitors and other employees $ 100,000.00 

4-2 Fuel 46,350.00 

4-3 Water 3,500.00 

4-4 Light and power 7500.00 

4-5 Janitors' supplies 4,000.00 

4-7 Service other than personal 3,150.00 

4-11 Other expenses of operation 300.00 

OPERATION OF PLANT— Total $ 164,800.00 

MAINTENANCE OF PLANT 

5-1 Upkeep of grounds (repairs) $ 4,253.00 

5-2 Repair of buildings 39.426.00 

5-3 Repair and replacement of heating, electricity and 

plumbing equipment 25,534.60 

5-5 Repair and replacement of furniture 5,492.15 

5-6 Repair and replacement of other equipment 4,755.55 

5-7 Salaries of supervisors 4,170.00 

5-8 Other expenses of supervision 975.00 

MAINTENANCE OF PLANT— Total $ 84,606.30 

FIXED CHARGES 

6-1 Retirement fund $ 22,578.78 

6-2 Rents 3,000.00 

6-3 Insurance 4,000.00 

6-4 Extension of taxes 300.00 

6-5 Premium on bonds of employees 800.00 

FIXED CHARGES— Total $ 30,678.78 

DEBT SERVICE 

7-1 Interest and sinking fund $ 100,000.00 

7-4 State tax on loan 4,000.00 

7-6 Refund on taxes 300.00 

DEBT SERVICE— Total $ 104,300.00 

219 



CAPITAL OUTLAY 

8-1 Land $ 200,000.00 

8-2 New buildings 50,000.00 

8-3 Improvement of grounds 399.56 

8-4 Alteration of old buildings 16,980.00 

8-9 Equipment of old buildings — heating, electricity and 

plumbing 46,735.00 

8-10 Equipment of old buildjings — furniture 5,124.00 

8-12 Equipment of old buildings — other equipment 978.00 

8-13 Purchase of pillar coal and filling voids 5,000.00 

CAPITAL OUTLAY— Total $ 325,216.56 

AUXILIARY AGENCIES 

9-1 Libraries— salaries $ 2,650.00 

9-2 Libraries — books, repairs and replacements 3,800.00 

9-4 Health service — salaries of inspectors, clerk, and two 

hji'gh school nurses 11,200.00 

9-5 Health service — nurse service 2,581.00 

9-6 Health service — dental service 1,000.00 

9-7 Health service — other expense ■. 425.00 

9-8 Health service — glasses for poor 330.00 

9-9 Audit 1,600.00 

9-10 Filing liens 2,000.00 

9-11 Delivery of supplies 4,110.00 

9-12 Salary of engineer and incidentals 1,000.00 

9-13 Salary of assistants at lunch room, at T. H. S 1,000.00 

AUXILIARY AGENCIES— Total $ 31,696.00' 

GRAND TOTAL $ 1,930,706.72 

GENERAL CONTROL 

2-1 Solicitor and Accountant — salaries and sup- $ 

plies 

Solicitor's salary 1,800.00 

Accountant's salarv 2,300.00 

Supplies 100.00 

Total allowed $ 4,200.00 

2-2 Board of Education and Secretary's office — 

salaries $ 

Secretary's salary 3,500.00 

Secretarv's clerk — salarv 1,500.00 

Additional clerk hire 720.00 

Total allowed $ 5,720.00 

2-3 Board of Education and Secretary's office — 

supplies $ 

Printing, postage, and stationery, and pav- 

roll books 450.00 

Total allowed $ 450.00 

220 



2-4 Tax Collector and Treasurer — salaries $ 

Tax Collector— salary 3,000.00 

Clerk— salary 1,800.00 

Clerk— salary 1,500.00 

Extra clerk hire 2,500.00 

Treasurer — salary 3,500.00 

Total allowed $ 12,300.00 

2-5 Tax Collector and Treasurer — Supplies 

70,000 Post Cards $ 700.00 

Statements 150.00 

Cash Books (4) 125.00 

Incidentals, stationery, etc 200.00 

Treasurer — incidentals 100.00 

Total allowed $ 1,275.00 

2-6 Other expense of business control 

Traveling expenses of members of board 

and officers $ 500.00 

Auto hire for members of board and other 

business officers 200.00 

General advertising 200.00 

Total allowed $ 900.00 

2-7 Superintendent's office — salaries 

Superintendent's salary $ 6,000.00 

Clerk— salary 1,800.00 

Total allowed $ 7,800.00 

2-8 Superintendent's office — supplies 

Printing, stationery and postage $ 500.00 

2-9 Superintendent's office — other expenses 

Traveling expenses 300.00 

Auto hire 400.00 

Total allowed $ 1,200.00 

2-10 Compulsory education salaries 

Chief of bureau of compulsory education.... $ 1,800.00 

Attendance officer 1,500.00 

Attendance officer 1,500.00 

Attendance officer 1,500.00 

School and home visitor 1,200.00 

Total allowed $ 7,500.00 

2-11 Compulsory education — other expense 

Printing, sattionery and postage $ 360.00 

Street car tickets 360.00 

Interpreters 650.00 



Total allowed $ 1,370.00 



221 



2-12 Office of superintendent of buildings and 

supplies — salaries $ 

Superintendent of buildings and supplies — 

salary 3,500.00 

Clerk— salary 1,860.00 

Clerk— salary 1,500.00 



3-2 Supervisors — Other Expenses — 

Continuation — supplies $ 85.00 

Night school— supplies 400.00 

Other departments — supplies 175.00 



Z-3 Principals — Salaries — 

High school $ 8,700.00 

Day school (grade) 81,654.50 

Continuation school 2,200.00 

Night school 1,680.00 

Summer school 350.00 



3-4 Principals — Salaries of Clerks — - 

Technical High School— clerk 11 mo $ 1,210.00 

Technical H,igh School — clerk night 110.00 

Central High School— clerk 12 mo 1,320.00 



3-5 Principals — Supplies — 

Technical High School $ 318.90 

Central High School 285.00 



6,860.00 



2-13 Office of superintendent of buildings and 

supplies — supplies $ 

Printing, postage, and stationary 725.00 

Total allowed $ 725.00 

2-14 Other expenses of education control 

Advertising $ 300.00 

Printing courses of study 500.00 

Printing biennial report 300.00 

Total allowed $ 1,100.00 

INSTRUCTIONAL SERVICE 

3-1 Supervisors — Salaries — 

Day $ 20,630.00 

Night 1,440.00 



22,070.00 



660.00 



94,584.50 



2,640.00 



? 603.90 

222 



3-6 

Z-7 
3-8 



Principals — Other Expenses — 

Traveling expenses $ 100.00 

Institute pay roll 14,000.00 

Other Expense of Supervision — 

Local carfare of grade supervisors $ 275.00 

Traveling expenses of teachers for edu- 
cational meetings 400.00 

Travelling expenses of supervisors for 

educational meetings 300.00 

Fee and expenses of examiner of 

teachers for eligible list 100.00 



3-9 



Teacluvs — Salaries — 

Continuation $ 17,287.50 

High 157,715.00 

Grade 716,437.50 

Day school ass't. in lab 1,500.00 

Night school 15,600.00 

Summer school 1,500.00 



3-10 Texbooks — 

Technical High School 

Central High School 

Grade school books 

Music books 

Drawing books 

Writing books ^-- 

Continuation books 

Domestic science (Gr. 7 and 8). 

Manual Training ref. books 

Grade night school books 

Technical High Night School 

Book repairs ^ 



3-11 Supplies Used in Instruction — 

(Actually consumed) 

Technical High School 

Central High School 

Drawing 

Writing 

Music 

Sewing 

Kindergarten 

Special class — Adm. bldg 

Specia,! class — No. 16 

Manual training centers 

Domestic science centers 

Continuation 

(Note — Domestic Science and Manual 
Trajining for Continuation are in- 
cluded in above figures). 

223 



3,200.00 

3,853.40 

17,000.00 

750.00 

25.00 

500.00 

1,000.00 

200.00 

55.00 

300.00 

100.00 



6,118.99 

1,466.95 

3,568.40 

158.82 

115.00 

752.84 

345.00 

279.10 

173.00 

1,1.58.48 

2,380.60 

580.00 



1,075.00 



910,040.00 



26.983.40 



Night school— Technical 600.00 

Night school— Grades 222.00 

Mr. Kellerman— Stock lists 27,938.79 

If a new Manual Training and Domes- 
tic Science center is opened, allow 

M. T. center $500.00 

D. S. center 400.00 



50,857.97 



3-12 COMMENCEMENT EXERCISES, EXHIBITS, ETC. 
Commencement exercises for Central 

and Technical High Schools $ 2,000.00 

Allow for our own labor 800.00 

Play festivals — Kindergarten 60.00 

Christmas trees 50.00 

Allow for exhibits 60.00 



2,970.00 



3-13 SUPPLIES USED IN INSTRUCTION— EQUIPMENT 

Technical High School $ 8,459.34 

Central High School 920.00 

Drawing 621.00 

Kindergarten 500.00 

Special class — Adm. and No. 16 151.60 

Manual Training centers 170.00 

Continuation 40.00 

Domestic science centers 85.62 

Mr. Kellerman— Stock list 151.00 

Globes, maps, etc., in Dr. Weber's list 2,000.00 

Night school at Technical 85.00 

Sewing 60.00 



13,224.31 



OPERATION OF PLANT 

4-1 JVages of Janitors — 

Figures for this year made up as fol- 
lows : 

Monthly pay roll — approxjmatelv $ 6,400.00 

Twelve months 76,800.00 

Add 25 per cent, increase 19,200.00 



96,000.00 



Night school pay roll $ 2,000.00 

Allow for our own labor substituting.... 2,000.00 4,000.00 



Total $ 100,000.00 

4-2 Fuel- 
Coal $ 45,000.00 

Wood 300.00 

Steam heat No. 33 school 1,050.00 



Total allowed for fuel $ 46,350.00 

224 



4-3 J rater— 



4-4 Light and Pozver — 

Electric light and power $ 6,600.00 

Gas 900.00 



3.5UU.0U 



Total allowed for light and power $ 75,000.00 

4-5 Janitors' Supplies — 

$ 4,000.00 

4-7 Services other than personal — 

Ashes $ 2,100.00 

Telephones 900.00 . 

Tuning Pianos 150.00 



Total $ 3,150.00 

4-11 Other Expense of Operation — 

Water and ice for Adm. bldg $ 300.00 



Total asked for 1920-21 $ 164,800.00 

Total allowed last year $ 114,260.00 

MAINTENANCE OF PLANT 
CODE 



5-1 
5-2 
5-3 


Upkeep of grounds (repairs) 

Repair of bulildings 

Repair of replacement of heating, electrical, 
and plumbing equipment 


$ 4,253.00 
39,426.00 

25,534.60 

5,492.15 

4,755.55 

4,170.00 

975.00 


5-5 
5-6 
5-7 
5-8 


Repair and replacement of furniture 

Repair and replacement of other equipment 

Salaries of supervisors 

Other expense of supervision 

Total allowed 

ED CHARGES 
Retirement fund — 

2.8% of entire pay roll under new state plan 
Rents- 
No. 4 Annex $100.00 per month 


FIX 
6-1 

6-2 


$ 84,606.30 
$ 22,578.78 




No. 8 Annex 25.00 

No. 41 Kgn 25.00 

No. 16 Kgn 20.00 

Continuation 28.00 






Truck storage 12.00 $210.00 




6-i 
6-4 


For twelve months $2,520.00 

Allow for cont(ingencies 480.00 

Insurance 

Extension of taxes 


3,000.00 

4,000.00 

300 00 


6-5 


Premium on bonds of employees, including 
Tax Collector and two clerks Treasurer, 
Secretary and Storekeeper 


800.00 




$ 30,678.78 



225 



DEBT SERVICE 
CODE 

7-1 Interest and sinking fund $100,000.00 

7-4 State tax on loan 4,000.00 

7-6 Refund on taxes 300.00 



104,300.00 



CAPITAL OUTLAY 

8-1 Laud $200,000.00 

8-2 New buildings 50,000.00 

8-3 Improvement of grounds 399.56 

8-4 Alterations and improvements to old build- 
ings 16,980.00 

8-9 Equipment of old buildings, heating, elec- 
trical and plumbing 46,735.00 

8-10 Ec|u,ipment of old buildings — furniture 5,124.00 

8-12 Old bldg.— other equipment 978.00 

8-13 Purchase of pillar coal and filling voids 5,000.00 

$ 325,216.56 

AUXILIARY AGENXIES AND OTHER SUNDRY ACTIVITIES 

9- 1 /. ibrarics — Salaries — 

Technical High School — librarian $ 1,300.00 

Central High School 1,300.0(1 

2.600.00 
9-2 Libraries — Booh Repairs and ReplaceineJifs — 

Technical High School $ 400.00 

Central High School 400.00 

Grade schools 3,000.00 

Total allowed $ 3,800.00 

9-4 Health Service — Salaries of Inspeclors and Clerks — 

Chief medical inspector — salary $ 1,800.00 

Salary of clerk 1,200.00 

Salary of medical inspectors 6,000.00 

Salary of two professional nurses for high 

school 2,500.00 

Total allowed $ 11,500.00 

9-5 Health Serz'ice — Nurses' Service — 

Salaries of nurses $ 2,160.00 

Uniforms for outside nurses and supplies for 

H. S. nurses 421.00 

Total allowed $ 2,581.00 

9-6 Health Service— Dental Service $ 1,000.00 1,000.00 

9-7 Health Service — Other Expenses — 

Printing, stationery, etc 300.00 

Car fare 125.00 

Total allowed $ 425.00 

226 



9-8 Health Service- 
Glasses lor poor children $ 330.00 330.00 

9-9 Audit 1,600.00 1,600.00 

9-10 filiiiy JJens ^000.00 2,000.00 

9-11 Delivery Supplies a)id Supply Room — 
Delivery Supplies — 

Salary of dniver 1,500.00 

Our own labor in storeroom 50.00 

Maintenance and operation 850.00 

Supply Room — • 

Salary of storekeeper 1,500.00 

Our own labor in storeroom 150.00 

Other expenses of supply room 60.00 



Total allowed $ 4,110.00 

This salary was included in 2-13 in April, 
last year. 
y-12 Salary of engineer $500.00 

Incidentals 500.00 1,000.00 

9-13 High School Lunch Service — 

Salary of assistant at Tech. lunch room 1,000.00 



$ 31,696.00 

STATEMENT OF AMOUNT DUE ANNUALLY 

For Redemption of Bonds and Payment of Interest 

Year Bonds Interest Total 

1920-21 68,000.00 52,735.00 120,735.00 

1921-22 40,000.00 51,420.00 91,420.00 

1922-23 49,630.00 49,630.00 

1923-24 100,000.00 48,620.00 148,620.00 

1924-25 90,000.00 44,620.00 134,620.00 

1925-26 30,000.00 41,820.00 71,820.00 

1926-27 80,000.00 40,127.50 120,137.50 

1927-28 30,000.00 38,005.00 68.005.00 

1928-29 80,000.00 35,130.00 115,130.00 

1929-30 90,000.00 32,605.00 122,605.00 

Average for 1st ten years 104,272.25 

1930-31 75,000.00 29,805.00 104,805.00 

1931-32 26,805.00 26,805.00 

1932-33 48,000.00 25,965.00 73,965.00 

1933-34 100,000.00 23,125.00 123,125.00 

1934-35 50,000.00 20,125.00 70,125.00 

1935-36 19,125.00 19,125.00 

1936-37 50,000.00 19,125.00 69,125.00 

1937-38 50,000.00 16,125.00 66,125.00 

1938-39 50,000.00 10,062.50 60,062.50 

1939-40 50,000.00 12,000.00 62,000.00 

Average for 2nd ten years 67,526.25 

1940-41 50,000.00 11,000.00 61,000.00 

1941-42 50,000.00 8,750.00 58,750.00 

1942-43 50,000.00 6,500.00 56,500.00 

1943-44 4,250.00 4,250.00 

1944-45 50,000.00 3,187.50 53,187.50 

1945-46 50,000.00 1,062.50 51,062.50 

.\verage for 3rd six years 47,458.33 

Total Indebtedness 1,331.000.00 671,735.00 2,002,735.00 

227 



FINANCIAL REPORT FOR YEAR 1918-1919. 

FINANCIjAL STATEMENT 

Statement showing receipts, disbursements and l)alances for 
the fiscal year ending July 7, 1919. 

July 1, 1918, cash balance on hand $ 325,034.84 

RECEIPTS 

From Property and occupation tax $ 998,968.49 

State appropriation (general) 97,410.00 

State appropriation (vocational) 8,368.47 

" State appropriation (continuation) 3,967.00 

" Insurance (boiler indemnities) 425.99 

" Supt. of buildings and supplies 396.49 

" Lost books 248.35 

" Fines 2.00 

" Lunch room (Technical High School).... 1,358.87 

" Damage done at play grounds 60.33 

" Forfeiture of deposits by night school 

students 745.00 

" Tuition from non-resident students 2,552.50 

" Interest on deposits 10,245.72 

" Cost on registered taxes 49.55 

" Rent of schools 132.00 1,124,930.76 

Total $1,449,965.60 

DISBURSEMENTS 

GENERAL CONTROL 

2-2 Board of Education and Secretary's office — 

Secretary— salary $ 2,500.00 

Secretarys clerk — salary 1,020.00 

Other expense 360.45 

Total $ 3,880.45 

2-i2 Office of Superintendent of Buildings and Supplies — 

Supt. of Buildings and Supplies — salary $ 2,500.00 

Clerk 1,020.00 

Clerk 1,020.00 

Storekeeper 1,080.00 

Other expense 691.97 

Total $ 6,731.97 

2-1 Solicitor and Accountant — salaries and supplies — 

Solicitor— salary $ 1,419.51 

Accountant— salary 1,800.00 

Total $ 3,219.51 

2-4 Tax Collector and Treasurer — salaries — 

Tax Collector — salary $ 2,541.63 

Clerk— salary 1,020.00 

Clerk— salary 960.00 

Extra clerk hire 2,017.20 

228 



Treasurer— salary 2,500.00 

Other expense 1,605.52 

Total 



10,644.35 



2-6 Other Expense of Business Control — 

Advertising and miscellaneous $ 755.86 

DISBURSEMENTS 

2-7 Superjintendents' office — salaries — 

Superintendent— salary $ 5,000.00 

Clerk 1,320.00 

Other expenses — supplies 885.54 

Total $ 7,205.54 

2-10 Compulsory Education — salaries^ 

Chief of Bureau of Compulsory Education.... $ 1,200.00 

Attendance officer 1,020.00 

Attendance officer 1,020.00 

Attendance officer 1,020.00 

Additional help 431.96 

Other expense 715.45 

Total $ 5,407.41 

2-11 Other Expenses of Education Control — 

Advertising, printing courses of study, etc. 225.93 

Total $ 38,071.04 

Appropriation $ 38,255.00 

Expended 38,071.04 

Balance 183.96 

COMPARISON 

1917-1918 $ 42,048.53 

1918-1919 38,071.96 

DISBURSEMENTS 

INSTRUCTIONAL SERVICE 

3-1 Supervisors — salaries — 

Day school $ 13,315.00 

Night school 692.50 

Total $ 14,007.50 

3-2 Supervisors — other expenses — 

Day school $ 649.74 

Night school 351.16 

Total $ 1,000.90 

3-3 Principals — salaries — 

Day school $ 66,923.90 

Night school 2,755.50 

Total $ 69,679.41 



229 



3-5 Principals — supplies 477.20 

3-4 Principals — salaries of clerks — 

Technical High School— day 741.56 

Technical H)igh School— night 100.00 

Central High School 770.00 

Total $ 1,611.56 

3-6 Other expenses of principals 193.48 

3-7 Institute pay roll 10,087.50 

3-8 Other expenses of teachers 200.53 

3-9 Salaries of teachers — 

Day 530,594.94 

Night 10,704.25 

Total $541,299.19 

DISBURSEMENTS 

3-10 Textbooks $ 13,893.30 

3-11 Other supplies used in instruction — 2nd class 28,934.94 

3-12 Commencment exercises, exhibits, etc 1,058.28 

3-13 Other supplies used in instructiion — 1st class 4,587.76 

Total $687,030.83 

Appropriation $729,353.72 

Expended 687,030.83 

Balance $ 42,322.89 

COMPARISON 

1917-1918 $635,960.78 

1918-1919 687,030.83 

OPERATION OF PLANT 

4-1 Wages of janitors and other employees — 

Day schools $ 68,960.78 

Night schools 1,172.48 

Total $ 70,133.26 

4-2 Fuel- 
Coal 36,709.93 

Wood 40.15 

Steam heat 488.00 

Total 37,237.08 

4-3 Water 2,141.56 

4-4 Light and power — 

Electricity 4,369.12 

Gas 628.70 

Total $ 4,997.82 

4-5 Janitors' supplies $ 2,199.37 

4-7 Services other than personal — 

Ashes $ 1,167.23 

Telephones 59.25 

Tuning Pianos 68.00 

Total 2,275.48 

4-11 Other expenses of operation 149.45 

TOTAL $119,13402 

230 



Appropriation $116,636.00 

Transferred from Aux. Agencies and Sun. Acct 2,500.00 

Net Appropriation 1 19,136.00 

Expended 119,134.02 

Balance $ 1-98 

COMPARISON 

1917-1918 $107,118.53 

1918-1919 119,134.02 

MAINTENANCE OF PLANT 

5-1 Upkeep of grounds (repairs) $ 3,875.11 

5-2 Repair of buildings 19,191.71 

5-3 Repair and replacement of heating, electrical, and plumb- 
ing equipment 12,808.73 

5-5 Repair and replacement of furniture 8,875.58 

5-6 Repair and replacement of other equipment 2,770.39 

5-7 Salaries of supervlisors 3,240.00 

5-8 Other expense of supervision, auto upkeep, street car 

tickets, etc 896.04 

Total $ 51,657.56 

Appropriation $ 59,372.27 

Expended 51,657.56 

Balance $ 7,714.71 

COMPARISON 

1917-1918 $ 71,145.83 

1918-1919 51,657.56 

DISBURSEMENTS 
FIXED CHARGES 

6-1 Retirement fund $ 10,200.00 

6-2 Rents 2,336.00 

6-3 Insurance 2,535.63 

6-4 Extension of taxes 200.00 

6-5 Premium qji bonds of employees 882.50 

Total $ 16,154.13 

Appropriation $ 19,000.00 

Expended 16,154.13 

Balance $ 2,845.87 

COMPARISON 

1917-1918 $ 18.738.39 

1918-1919 $ 16,154.13 

DEBT SERVICE 

7-1 Interest and sinking fund $100,000.00 

7-4 State tax on loan 3,649.74 

Total $103,649.74 

231 



Appropriation $104,300.00 

Expended 103,649.74 

Balance $ 650.26 

COMPARISON 

1917-1918 Actual Disbursements $178,429.43 

1918-1919 Actual Disbursements $166,292.24 

DISBURSEMENTS 
CAPITAL OUTLAY 

8-1 Land $ 

8-2 New buildings 

8-3 Improvements of grounds 660.89 

8-4 Alteration of old buildings 3,443.33 

8-9 Equipment of old buildings — heating, electrical, and 

plumbing 4,415.26 

8-10 Equipment of old buildings — furniture 3,552.35 

8-12 Equipment of old buildings — other equjipment 384.51 

8-14 Other capital outlay 1,346.18 

Total $ 13,802.51 

Appropr|iation $ 22,678.00 

Expended 13,802.51 

Balance $ 8,875.49 

COMPARISON 

1917-1918 $ 12.412.77 

1918-1919 $ 13,802.51 

AUXILIARY AGENCIES AND OTHER SUNDRY 
ACTIVITIES 

9-1 Libraries — salaries — 

Librarian — Technical High School $ 760.00 

Librarian— Central High School 800.00 

Total ■ . $ 1,560.00 

9-2 Libraries — books repairs and replacements.... 1,534.52 

9-4 Health service — salaries of inspectors and clerks — 

Chief medical inspector — salary 1,000.00 

Salary of clerk 780.00 

Salary of medical inspectors 4,725.00 

Total 6,505.00 

9-5 Health service — nurse service — 

Salaries of nurses 855.68 

Uniforms for nurses 30.79 

Total 886.47 

9-6 Health service — dental service 237.00 

9-8 Health service — glasses for poor children.... 109.00 

232 



9-7 Health service — other expenses, printiiij^, 

carfare, etc 247.19 

9-9 Audit 3.75 

9-1 Filing- liens 64.45 

9-11 Delivery of supplies — 

Driver's salary 1,020.00 

Maintenance and operation of truck lAi.!! 

Total 1,763.27 

9-12 Mine cave matter — 

Salary of engineer 300.00 

Purchase of pillar coal 7,313.66 

Total 7,613.66 

TOTAL $ 20,524.31 

Appropriation $ 25,553.76 

Transferred to operation of plant.... ....2,500.00 

Net appropriation $ 23,053.76 

Expended 20,524.31 

Balance $ 2,529.45 



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234 



GENERAL SCHOOL CASH ACCOUNT 
July 2, 1918, Cash Balance $ 22,267.38 

RECEIPTS 

From all sources $1,124,930.76 

Less amounts received and transferred to other 

accounts 106,416.23 1,018,514.53 



$1,040,781.91 
DISBURSEMENTS 

Warrants issued $ 950,024.14 

Balance in general school account, July 7, 1919 90,757.77 

Obligation as offset to above balance- 
Surplus estimated and appropriated lin accounts of year 

1919-1920 66,690.91 



Unappropriated funds in general school account 7/7/19 24,066.86 

SUMMARY OF DISBURSEMENTS 

1 Expense (Cost of conducting school system) $ 928,607.97 

2 Outlay (Capita! acquisition and construction) 29,076.83 

3 Other payments (Payment of Debts, etc.) 162,642.50 

$1,120,327.30 

TOTAL COST PER PUPIL DAY SCHOOLS 

1918-1919 1917-1918 

All expenditures $54.94 $55.13 

Exclusive of permanent improvements, and payment 

of debts 45.41 45.77 

STATEMENT OF BONDED INDEBTEDNESS 
July 7, 1919 

Amount Held in S.F. 

25,000.00 $ 

40,000.00 

40,000.00 

40,000.00 

30,000.00 

30,000.00 

40,000.00 

75,000.00 

50,000.00 7,000.00 

40,000.00 

30,000.00 

50.000.00 2,000.00 

50,000.00 

50,000.00 

50,000.00 

50,000.00 

50,000.00 

235 



Date of Issue 


Int. Rate 


Date of ^ 


/Lai 


turity 


July 1, 


1895 


4/2% 


July 




1920 


April 1, 


, 1897 


^V2% 


April 




1922 








April 




1925 








April 




1927 


June 1, 


1900 


4J^% 


June 




1926 








June 




1928 








June 




1930 


June 1, 


1901 


4 % 


June 




1931 


August 


1, 1902 


3/2% 


August 




1920 








August 




1927 








August 




1928 








August 




1932 


Oct. 1, 


1903 


4 % 


Oct. 




1923 








Oct. 




1928 








Oct. 




1933 


Feb. 1, 


1907 


4 % 


Feb. 




1924 








Feb. 




1934 



Sept. 1, 1909 

Sept. 1, 1910 
April 15, 1913 

April 30, 1915 
August 1, 1916 



4 7o 



4'^% 



4^% 



Feb. 
Sept. 
Sept. 
Sept. 
Sept. 
Sept. 
Sept. 
Sept. 
April 15 
April 15 
April 15 
April 30 
AprU 30 
August 1 
August 1 
August 1 



1937 
1924 
1929 
1934 
1937 
1939 
1921 
1931 
1941 
1942 
1943 
1940 
1945 
1938 
1944 
1945 



50,000.00 
50,000.00 
50,000.00 
50,000.00 
50,000.00 
50.000.00 
50,000.00 
50,000.00 
50,000.00 
50,000.00 
50,000.00 
30,000.00 
30,000.00 
50,000.00 
50,000.00 
50,000.00 



50,J00.00 
50,000.00 



30,000.00 
30,000.00 



Total bonded indebtedness July 7, 1919 $1,500,000.00 $ 169.000.UU 

Less bonds in sinking fund $169,U00.00 $ 

Less cash in sinking fund 118,942.74 297,942.74 



Net bond indebtedness July 7, 1919 $ 1,262,057.26 

Value of real estate in district 1918-1919 $101,268,785.00 

Statement showing number of teachers, pupils, average num- 
ber of pupils ])er teacher, total cost of teaching, and average cost 
per pupil. 















Average 














cost of 






No. of 


Av. No. 


Av. No. Pupils 


Total Cost 


Teaching 


School 




Teachers 


of Pupils 


Per Teacher 


of Teaching 


Per Pupil 


C. H. S... 




32, 


1,062 


32 


$49,689.83 


$ 46.79 


T. H. S... 




44 


937 


21 


64,658.83 


69.00 


Adm 




12 


364 


30 


9,646.05 


26.50 


No. 2 




16 


565 


35 


13,826.14 


24.47 


No. 3 




13 


450 


35 


11,305.20 


25.12 


No. 4 and 


A.... 


6 


194 


32 


5,214.40 


26.88 


No. 5 




6 


196 


32 


5,016.01 


25.59 


No. 6 




14 


454 


32 


11,293.64 


24.87 


No. 7 




4 


123 


31 


3,609.95 


29.34 


No. 8 and 


A.... 


8 


318 


40 


7,394.38 


23.25 


No. 9 




11 


393 


36 


9,542.02 


27.27 


No. 10 




13 


400 


31 


10,825.24 


27.06 


No. 11 




11 


389 


35 


8,327.24 


21.40 


No. 12 




16 


481 


30 


13,308.91 


27.66 


No. 13 




17 


617 


36 


14,731.77 


23.87 


No. 14 and A... 


24 


730 
302 


30 
30 


19,963.08 
8,256.00 


27.34 


No. 15 




10 


27.33 


No. 16 




16 


394 


25 


12,441.50 


31.57 


No. 17 




13 


372 


29 


10,545.76 


28.34 


No. 18 




16 


536 


34 


13,737.51 


25.62 


No. 19 and A... 


15 


513 
498 


34 
35 


14,256.76 
11,565.22 


27.79 


No. 21 and 


A.... 


14 


23.22 


No. 22 




4 


143 


35 


3,491.43 


24.41 



236 



No. 23 8 

No. 24 9 

No. 25 20 

No. 26 10 

No. 27 14 

No. 28 and A 18 

No. 29 11 

No. 30 12 

No. 31 11 

No. 2>2 13 

No. ii 13 

No. 34 4 

No. 35 10 

No. 36 12 

No. Z7 1 

No. 38 14 

No. 39 9 

No. 40 18 

No. 41 and A 24 

No. 42 and A 12 

No. 43 and A 13 

No. 44 and A 9 

Ko. 45 2 

Continuation 11 

Kindergarten 31 

Supt. of Primary.... 1 
Supt. of Penman- 
ship ' 1 

Supt. of Drawing.... 3 

Supt. of Sewing 3 

Supt. of Music 2 

Adm. Man. Tr 

No. 8 Man. Tr 

No. 18 Man. Tr 

No. 25 Man. Tr 

C. H. S 1,084 

T. H. S 1,309 

Grades 20,191 

Kindergart 967 

Special 42 

Man. Tr. C 3,409 

Continuation 1,407 



225 




28 




6,882.75 


30.59 


217 




24 




6,871.00 


31.66 


685 




34 




16,699.04 


24.37 


353 




35 




7,744.38 


21.93 


533 




38 




13,800.00 


26.07 


616 




34 




15,737.19 


25.54 


335 




30 




8,783.02 


26.21 


391 




32 




9,912.30 


25.35 


2,2,7 




31 




8,397.89 


24.91 


432 




33 




10,914.26 


25.26 


493 




45 




11,029.57 


22.37 


129 




32 




3,619.51 


28.05 


344 




34 




8,853.76 


25.74 


402 




34 




10,447.14 


25.99 


32 




32 




1,100.00 


34.38 


496 




35 




11,707.10 


23.60 


248 




27 




7,536.02 


30.39 


535 




29 




15,049.51 


28.13 


742 




31 




17,016.39 


22.93 


402 




33 




10,162.65 


25.28 


407 




31 




10,458.63 


25.69 


320 




35 




6,931.89 


21.66 


64 




32 




1,744.20 


27.25 


165 




15 




13,265.75 


80.40 


752 




24 




24,968.00 
1,600.00 

1,200.00 
3,215.00 

3,400.00 
2,600.00 


33.20 


815 




20 




2,103.18 


2.58 


733 




18 




2,014.60 


2.75 


787 




20 




1,950.00 


2.48 


714 




18 




1,892.00 


2.65 










GRADUATES 




1,062 




94 


60 


84 




937 




93-7 


31 


70 




17,170 




92-2 








752 




85-2 








25 




89 







98 



COURSES. 



Central. 

Classical 50 

Scientific 44 

General 25 

Commercial 25 



Technical. 

Commercial 51 

Man. Tr. Boys 15 

D. S. Girls 35 



144 



101 



237 



TREASURER'S REPORT 

July 24, 1919. 
To the Members of the Scranton School District, 
City of Scranton, Pa. 
Below, please find report of the Receipts and Disbursements 
of the School District, City of Scranton, for the fiscal year ending 
July 7, 1919. 

BALANCE CASH ON HAND JULY 2, 1918 $ 325,034.84 

RECEIPTS 

1916 Delinquent taxes $ 8,486.01 

1917 Delinquent taxes 16,388.45 

1918 Currents taxes 916,747.24 

1918 Delinquent taxes 56,700.86 

Registered taxes 645.93 

Registered tax costs 49.55 

J. D. Hughes, Secy., tuition, etc 4,161.72 

G. E. Haak, Supt. B. & S. miscellaneous 1,014.81 

S. E. Weber, Supt, night school forfeitures 745.00 

State appropriations 109,745.47 

Interest from banks 10,245.72 

Coupons received from Int. & Sink. Fund 15,210.00 

Bonds received from Int. & Sink. Fund 17,000.00 . 

Trans to Int. & S. F. from General School a/c 100,000.00 $1,257,140.76 

$1,582,175.60 
DISBURSEMENTS 

General school warrants paid $1,025,420.43 

1913 Loan account warrants paid 142.77 

1916 Loan account warrants paid 6,753.49 

Auto replacement acct. warrants paid 808.00 

Trans, from Genl. School to Int. & S. F 100,000.00 

School coupons paid 69,852.50 

Bonds redeemed 125,000.00 1,327,977.19 

BALANCE CASH ON HAND JULY 8, 1919 $ 254,198.41 

$1,582,175.60 

DISTRIBUTION OF CASH BALANCE 

General school account $ 98,231.09 

Int. & sinking fund account 118,942.74 

Auto replacement account 15.77 

Insurance int. & sink, fund 3,185.60 

1910 Loan account 813.74 

1913 Loan account 2,386.99 

1915 Loan account 6,719.16 

1916 Loan account 18,903.32 

Mine cave fund 5,000.00 

TOTAL $ 254,198.41 

Respectfully submitted, 

W. C. Williams, Treasurer. 
238 






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240 



CONTENTS 



Age and Grade Distribution 51-59 

Americanization 146-162 

Appointment of Teachers 38-43 

Attendance, Summary of 34-35 

Average Cost per Pupil for General Supplies 206-207 

Board of School Directors, Committees, etc 4 

Budget, School 218-227 

Central High School 67-80 

186-188 

Compulsory Education and Attendance 162-166 

Continuation Schools 141-143 

Domestic Art Report for Grades 125-126 

Drawing Department for Grades — Report 121-123 

Evening Grade Schools 146-162 

Evening Technical High School 144-146 

Financial Statement 228-236 

General Information about. Scranton's Public Schools 236-240 

Kindergarten Report 110-113 

Manual Training Centers, Grades 7 and 8 126-138 

Measurements and Tests 94-109 

Medical Department Report 166-173 

Music Department Report 124 

Number of Teachers 35 

Penmanship Supervisor's Report 114-120 

Primary Supervisor's Report 91-98 

Promotions, Withdrawals, Non-Promotions 59-67 

Recreation Department t 173-185 

Rules of the School Board 43-51 

Salary Schedule 40-43 

Salaries — Distribution 'i^ 

Salaries of Other Employees Zl 

Scranton Plan of Appointment 38-43 

Scranton School District 2 

Special Classes for Subnormal Children 139-141 

Statistics of Attendance 34-35 

Summer Session for High School Delinquents 89-90 

Superintendent of Buildings and Supplies — Report 205-217 

Survey of School Buildings and Grounds 5-34 

Teachers' Certificates 35-36 

Teachers — Amount of Trainijng 36 

Teachers — Teaching Experience 36 

Technical High School 81-88 

188-189 
Treasurer's Report 238 

University Extension 43 

War Activities — Scranton's Public Schools' Part in the Great War... .185-204 



Charts, Cuts and Illustrations 



Age and Grade Distribution 32 

Americanization Group 146 

Census of Children (6 to 16) 6 

Constructjion \\'ork in Drawing 121-122 

Enrollment in Public Schools 7 

Enrollment in High Schools since 1896 13 

Enrollment in Central and Technical High Schools (Comparison).... 14 

Enrollment in Grade Schools 18 

Central City and Petersburg 19 

Providence and Green R,idge 22 

Hyde Park '. 24 

South Side and Bellevue 26 

Expenditures for School Buildings since 1910 10 

Oral Hygiene, Equipment and Group 167 

Playgrounds-Total Areas : .'8 

Playgrounds — Per Capita 29 

Pupils (Central High School) Passed and Failed in — 

Mathematics and Science 78 

Other High Subjects 79 

February, 1916— February, 1920 80 

Pupils (Technical High School) Passed and Fa'iled in All Subjects 87 

Different Teachers 88 

Promotion and Retardation — 

Grades I-IV 60 

Grades V-VIII 64 

School Board 3 

School District, Map of 

Teachers — Promoting and Faiilng Pupils in Central High School 77 

Tests — 

Reasoning Tests in Arithmetic — Monroe — 

Accuracy 106-107 

Rate of Speed in Reasoning 108-109 

Silent Reading — Courtis — 

Comprehension 9o 

Rate of Reading 96 

Silent Reading — Monroe — 

Comprehension lO'^ 

Rate of Reading 105 

Writing— Quality Graphs— Zaner 117-118-119-120 



LIBRARY OF CONGRESS 



ill III 



022 127 125 1 



